TT 185 
.W92 
Copy 1 



























OUTLINES 
of MANUAL 
TRAINING 



San Francisco 
Public Schools 



Wood WortLfor the 
Grammar Grades 




TEACHERS* EDITION 
1903 



Walter N. Brunt, Printer 
San Frarvclsco. 



\ 



OUTLINES OF MANUAL TRAINING 

San Francisco Public Schools 



WOOD WORK for the 

GRAMMAR GRADES 



TEACHERS 1 EDITION 



Prepared by CREE T. WORK Supervisor of Manual Training 

Adopted and Published by the 

BOARD OF EDUCATION 

1903 



THE LIBRARY OF 
CONGRESS, 

Two Copie* Received 

MAY 25 1903 

Cl>s£ CL XXc N«. 
COPY B. 







V 



Contents* 



Page 
I M RODUCTIOX 7 

CHAPTER J. TOOLS AM) PROCESSES 9-34 

Outline 1. The Work Bench 9 

( hit line 2. Edged Tools ..../..... 9 

1 . Firmer chisel 9 

2. Firmer gouge 10 

.'i Skew chisel 10 

4. V-shaped chisel, or parting tool 10 

"). Veiner 10 

(». Drawing knife, or draw shave 10 

7. Sloyd knife 10 

8. Hatchet * " * ] n 

i). Jack plane 1 1 

Sectional view of iron plane 11 

10. Smoothing plane 11 

1 1 . Block plane 12 

Parts of Bailey planes 12 

12. Jointer 13 

L3. Spoke shave 13 

1 4. Rabbet plane 13 

If). Plow plane, or combination plane 14 

16. Metal snips 14 

17. Glass cutter 14 

< Outline 3. Toothed Tools '.'.'. \ '.'.'.'.'.. [ 15 

1 . Rip saw, or splitting saw 15 

2. Cross-cut saw 15 

3. Back saw, or tenon saw 16 

4. Turning saw 16 

5. Compass saw 17 

6. Key-hole saw 17 

7. Coping saw 17 

8. Hack saw 17 

9. Mitre-box and saw 17 

10. Wood files 18 

1 1. Iron file 18 

i hitline 4. Boring Tools 18 

1 . Brace, or bit-brace 18 

2. Auger bit 18 

3. ( Vnter bit 19 

4. Drill bit 19 

5. Expansion, or extension bit . '. 19 

8. Gimlet 19 

7. Brad awl ' 20 

8. Automatic drill 20 

!». Washer cutter 20 

10. Counter sink 20 

1 1 . Reamer ■ 20 

1 2. Screw driver 20 

1 3. Tap and die 21 

Outline 5. Gripping Tools \\ ~>\ 

1 . Clamps 21 

2. Monkey wrench 21 

3. Pliers 22 

4. Bench hook 22 

5. Iron bench vise 22 

Outline 6. Measuring, Marking and Testing Tools 22 

1 . Rule .. ' \ 22 

The world's measurements 23 



p >n 



4 CONTENTS 

outline 8— Continued. Page 

2. Tape measure 23 

3. Try square 23 

4. Framing square 23 

5. Bevel square 24 

(5. Plumb-ibob and spirit-level 24 

7. Pencil 24 

8. Marking awl, or scratch awl 24 

!). Scribing with knife 24 

10. Marking gauge 24 

1 1 . Mortise gauge 25 

1 2. Dividers 25 

13. Pencil compasses 25 

1 4. Calipers 25 

15. Wire gauge 26 

Outline 7. Pounding and Punching Tools 26 

1. Hammer 26 

2. Mallet 26 

3. Nail set 26 

4. Center punch 26 

f). Carver's punch 2J 

(I. Leather punch, or harness punch 27 

Outline 8. Miscellaneous Tools 27 

1. Tool handle 27 

2. Cabinet scraper 27 

3. Sand paper 27 

4. File card and brush 27 

5. Whisk broom 27 

6. Grind stone 27 

7. Whet stone 28 

8. Saw clamp 28 

9. Saw filing 28 

10. Saw set 29 

11. Saw horses, or trestles 29 

Outline 9. Fixings 29 

1 . Nails 29 

2. Screws 29 

3. Glue 29 

4. Steel wire nails Plate 1 30 

5. Brads and finishing nails Plate 2 31 

6. Screw-, hooks, etc' Plate 3 32 

7. Miscellaneous fixings Plate 4 33 

CHAPTER II.— WORK FOR SEVENTH AND EIGHTH GRADES 34-37 

Explanation 34 

Outline 10. Seventh Grade — 

1. Seventh grade. A Plate 5 34 

2. Seventh grade. P> Plate 6 35 

Outline 11. Eighth Grade— 

1. Eighth grade. A Plate 7 35 

2. Eighth grade. 15 Plate S 30 

Outline 12. Talks and Demonstrations 36 

1. Seventh grade, A 30 

2. Seventh grade, B 36 

3. Eighth grade. A 37 

4. Eighth grade, B 37 

CHAPTER TIL— HELPS FOR PUPILS 37-43 

Outline 13. 'Care- of Tools and Equipment 37 

Outline 14. Take a Hint 38 



SAN FRANCISCO PUBLIC SCHOOLS 



Page 

Outline 15. Glossary of Common Terms 39 

Outline 16. Cost of Materials 40 

1. Lumber 40 

2. Hardware 41 

3. General supplies 41 

Outline 17. Suggestions for Home Work 41 

Outline 18. Illustrations of Joinery — 

1. Common joints Plate 9 42 

2. Joints, continued Plate 10 43 

Outline 19. A Board-Foot Plate 11 43 



CHAPTER IV.- 

Outline 20. 
Outline 21. 
Outline 22. 
Outline 23. 
Outline 
Outline 
Outline 
Outline 



24. 
25. 

20. 
27. 



Outline 28. 



-MECH A \ I ( A L DRAW ING 44-50 

Kinds of Lines Plate 12 44 

Lettering Plate 13 44 

Drawing Instruments Plate 14 45 

Line Practice Plate 15 45 

Application of Lines Plate 16 46 

Picturing of Details Plate 17 46 

Drawing to Scale Plate 18 47 

Views and Relations of Views Plate 19 47 

Specimen Drawings — 

1. Trellis and ladder Plate 20 48 

2. Coat hanger Plate 21 48 

3. 'I" sauare Plate 22 49 

4. Card tray Plate 23 49 

5. Foot stool Plate 24 50 

6. Teapot stand Plate 25 50 



CHAPTER V.— GEO.M BTEIC CONSTRUCTIONS 51-58 

Outline 29. Lines — 

1. Direction of lines Plate 26 51 

2. Line construction Plate 27 51 

Outline 30. Angles — 

1. Plane angles Plate 28 52 

2. Division and construction of angles Plate 29 52 

Outline 31. Triangles — 

1. Triangles. — terms Plate 30 53 

■_\ Construction and area of triangles Plate 31 53 

Outline 32. Quadrilaterals — 

1. Quadrilaterals, — terms Plate 32 54 

2. Construction and area of quadrilaterals. .. .Plate 33 54 
Outline 33. Circles — 

1. Circles.— terms Plate 34 55 

2. Construction of circles Plate 35 55 

Outline 34. Polygons — 

1. Regular polygons Plate 36 56 

2. The octagon Plate 37 56 

Outline 35. Curved Figures — 

1. Curves and spirals Plate 38 57 

2. Ellipse and oval Plate 39 57 

Outline 30. Geometric Solids — 

1 • Solids Plate 40 58 

2. The cube Plate 41 58 

CHAPTER Vr.— A WORD TO TEACHERS 59 

Outline 37. Features of the Manual Training Work 59 

Outline 3S. Class Methods for Instructors 60 

Outline 39. Suggestions and Information for Principals and Teachers. .. 62 

Outline 40. Strong Words from Strong Men Indorsing Manual Training. 63 



What Some People Say About Manual 

Training. 

I. Some Great Thinkers — Page No. 

Carlyle, Thomas 63 2 

Clark, John S 64 5 

Ham, Charles H 64 6 

Phillips, Wendell 64 4 

Rousseau, J. J 63 3 

Ruskin, John 63 1 

Walker, Gen. Francis A 64 7 

Wood, Henry 64 9 

Wright, Carrol D 64 8 

II. Some Psychologists and University Presidents — 

Adams, Charles Kendall, President University of Wisconsin .... 69 12 

Butler, Nicholas Murray, President Columbia University 70 13 

Dewey, John, Professor of Psychology, University of Chicago .... 65 2 

Draper, Andrew S., President University of Illinois 68 10 

Eliot, Charles W., President Harvard University 67 6 

Gilman, Daniel C, Pres. National University at Washington .... 68 8 

Hall, G. Stanley, President Clark University 67 5 

Harper, William R., President University of Chicago 68 9 

Hyde, William DeWitt, President Bowdoin College 69 11 

James, William, Professor of Psychology, Harvard University. . . 65 1 

Jordan, David Starr, President Stanford University 68 7 

O'Shea, M. V., Professor of Psychology, University of Wisconsin. 66 3 

Scripture, Edward W., Professor of Psychology, Yale University 67 4 
III. Some City Superintendents — 

Andrews, Samuel, Pittsburg, Pa 72 5 

Balliet, Thomas M., Springfield, Mass 74 9 

Beede, F. H., New Haven, Conn 72 2 

Carroll, C. F., Worcester, Mass 73 7 

Cooley, Edwin G., Chicago, 111 72 4 

Gilbert, Charles B.. Rochester, N. Y 72 1 

Hailmann, W. N., Dayton, Ohio 75 10 

MaoAlister, James, Philadelphia, Pa 73- 6 

Seaver, Edwin P., Boston, Mass 72 3 

Van Sickle, James H., Baltimore, Md 73 8 

IV. Some Other Prominent Educators — 

Adler, Felix, Prin. Ethical Culture Schools, New York City 78 6 

Capen, President Boston School Committee 77 1 

French Commission 86 15 

Hammond, Jason E., Supt. Public Instruction, Michigan 82 11 

Harvey. L. D., Supt. Public Instruction. Wisconsin 84 12 

Irish Commission, Board of National Education, Ireland 85 13 

Larsson, Gustaf, Prin. Sloyd Training School, Boston, Mass 80 8 

Lenfest, B. A., Prin. M. f. High School, Waltham, Mass 78 5 

London School Board 86 14 

Morrison, Gilbert B., M. T. High School, Kansas City, Mo 78 2 

Parker, Francis W., President Chicago Institute 79 7 

Pritchett. Henry S., Pres. Mass. Institute of Technology 78 3 

Rice, J. M., Critic and Author 80 9 

Richards, Charles R.. Director M. T., Teachers' College 78 4 

Seath, John, Minister of Education, Ontario, Canada 81 10 

United States Schools 86 16 

Winship, A. E.., Editor. Author, Lecturer 87 17 



Introduction* 

The following outlines and illustrations are intended as suggestive of 
leading ideas in the actual work of the manual training laboratory. They 
do not include all the matter for instruction nor the complete method. 
The geometric problems, for example, are not presented as a complete 
treatise on elementary geometry, but simply to serve as a basis for in- 
struction and study of certain fundamental geometric notions, many of 
which are applied in the manual training work, and which are interest- 
ing and valuable to pupils. 

The outlines are intended to preserve unity in the course of instruc- 
tion, to give pupils a pre-view of their work, and as a basis for class dis- 
cussions. They pre-suppose professionally trained specialists as in- 
structors, and the full co-operation of principals and teachers. 

The course of work indicated in these outlines would be much more 
valuable to pupils if the matter were extended over three years instead 
of two. It is very desirable that the bench work soon be introduced in 
the sixth grade. 

The list of projects will naturally be increased and varied from time 
to time as longer experience shows readjustments to be desirable. A few 
working drawings are reproduced to further illustrate the subject of me- 
chanical drawing. 

The numerous illustrations are in recognition of the fact that children 
learn form and arrangement rapidly and clearly through the visual sense. 
They have been arranged and labeled so as to make them define ideas as 
concretely as possible. In the geometric illustrations the order of the 
letters and figures indicates the order of construction, and of reasoning 
in discussing the figures. 

The edition of these outlines furnished to pupils is to be used as a 
hand-book, or text-book. The suggestions and quotations added to it to 
make the teachers' edition will, it is hoped, be helpful to all principals 



8 OUTLINES OF MANUAL TRAINING 

and teachers in the department, in giving a clear view of the work, and 
in enlisting their co-operative sympathy. The work done during the 
past two and one-half years is but the beginning of what is hoped for. 
Let all unite in the purpose of eventually having in San Francisco a com- 
plete system of manual training for boys and girls from the first grade 
to the eighth, inclusive. 

I have to thank Messrs. M. A. Felton, B. F. Simcoe, C. H. Thorpe, M. 
Doyle and L. E. Davidson, instructors in manual training in the San 
Francisco schools, and Mr. E. E. Goodell, supervisor of manual training 
in the schools of Alameda, California, for valuable assistance in prepar- 
ing the matter herein contained. 

The booklet is dedicated to the boys of San Francisco, with the hope 
that they may find in it something which will give inspiration and help 
in the upward struggle of life. CREE T. WORK, 

Supervisor of Manual Training. 

San Francisco, December 24, 1902. 



Chapter L Tools and Processes* 

The tools mostly used in the manual training, with names of their 
chief parts, common uses, suggestions regarding the care of, and approx- 



imate cost, follow 



OUTLINE I. BENCH 




By use of tail vise and stops, pieces of different lengths can be held 
firmly. Thin and small pieces should be held by the stops on top of the 
bench. In planing pieces held in the vise, place them high enough to 
avoid cutting the surface of the bench with the plane. If possible, when 

gripping small pieces of wood in the vise 
place them near the center to avoid wrench- 
ing it. If, however, they must be placed at 
the end, put a piece of the same - size at the 
other end. 

The stops should always be put in the 
bench with the wire spring turned toward the 
front. 

Great care must be taken not to cut or 
mar the bench in any way, and especial care 
is necessary in using files, saws, augers, chis- 
els and planes. 

OUTLINE 2. EDGED TOOLS. 

1. Firm it Chi$el. A paring tool. Used in light framing, leveling 
surfaces, chamfering, etc. The framing chisel is stronger and has the 
handle fitted in a socket instead of on a tang as in the case of the firmer 
chisel. As a rule, the firmer chisel should not be driven by pounding, 
but by hand force alone. In heavy work a wooden mallet may be used. 

Never use a hammer against a 
wooden handle. The size of the 
chisel is indicated by the width of 
the cutting edge, and varies from 
Ys inch to 2 inch. The chisel should 
be ground with a flat bevel, as long 
a slant being given as the strength 
of its material and the nature of the 
work to be done will allow. 



f, frame ; t, top ; b, back ; tr, 
tool rack ; tv, tail vise ; sv, 
side vise ; s, screw ; st, stops ; 
vl, vise lever ; a, adjustment ; 
r, rail ; k, key. Cost, $12.00. 



FIRMER CHISEL. 



h, handle 



FRAMING 
; t. tang ; f 
bl, blade ; b, bevel ; 
socket ; face, the flat side. 
(%-in.) to 75c (2-in.) 



CHISEL. 

ferrule ; s, shank ; 
c, cutting edge ; so, 
Co-t, '" 



25c 



IO 



OUTLINES OF MANUAL TRAINING 



Parts same as firmer chisel 
to $1.00. 



Cost, 25c 



2. Firmer Gouge, — Outside Bevel. A chisel with blade curved in 
section. Used in cutting grooves, dishing out surfaces, etc. Gouges for 

heavy work where pounding is nec- 
essary are fitted with socket handles. 
Inside bevel gouges are preferred 
for certain kinds of grooving. The 
size of a gouge is determined by 
measuring the straight distance between the ends of the cutting edge. 

3. Shew Chisel. This chisel has a thinner blade than the firmer 
chisel, an oblique edge, and is sharpened on both sides with a straight 
bevel of % inch to y 2 inch. Its principal use is in chip-carving, taking 
out corners, for smoothing down background, and for modelling in 
wood carving. It varies in size from 14 inch to 1 inch or more. Cost, 

$.25 to $.50. 

4. V -Shaped Chisel or Parting Tool. 
A chisel, the cross section of which is 
the shape of the letter V. The angle be- 
tween the sides varies to suit different 
uses. Cost, $.25 to $.40. 

5. Veiner. This very small gouge 
is used in cutting out small grooves 
around ornamental designs. A cross- 
section of this chisel resembles a letter 
T T . The veiner is in reality a very small 
carving gouge, of which there are many 

25 C to 50c. shapes and sizes. Cost, $.20 to $.30. 

6. Drawing Knife, or Draw Shave. This may be described as a very 

wide chisel with two handles reversed so 
that it cuts by drawing it toward you 
with the bevel edge up. It is used for 
heavy work, especially in rounding up 
large poles, masts of ships and handles 
of tools ; also for the rapid dressing down 
of rough edges, etc. 
Knife. The knife is different from most edged tools in being 
sharpened from both sides with a straight 
bevel. It is used for whittling wedges, 
pins, etc., and in shaping objects where 
other edged tools cannot be so convenient- 
lv used. 




CARVING TOOLS 
Same parts as firmer chisel 



Cost, 




h, handle ; ce, cutting edge. Cost 
60c (6-in.) to $1.00 (12-ln.) 



h. handle ; b, blade. Cost, 30c. 



SAN FRANCISCO PUBLIC SCHOOLS 



1 1 




st, stock ; h, handle ; k, knob ; i, plane Iron ; w, 
wedge ; ss, set screw ; s, sole ; t, toe ; he, heel : 
throat,— opening for the iron. Cost, $1.25 (wood), 
$2.00 (iron). 



J p 8. Hatchet. The hatchet is a com- 

k — — - ■ » ■■ \ bination of hammer and ax. As an in- 

t h strument for driving nails it is clumsy. 

WM Its chief use is for splitting and cut- 

. b „ . . .. , t'ing. The blade is beveled on both 

p, head or poll; h, handle; c, claw; ° 

b. blade or bit. Cost, 50c. sides. 

9. Jack Plane. For all general planing, such as dressing to dimen- 
sions, squaring up edges and smoothing narrow surfaces. It should be 
ground straight across, slightly rounded at corners. Set cap-iron within 
1-16 inch of edge of plane-iron for ordinary work, and adjust for even 

shaving. When through 
u using lay on its side or 

rest toe on strip at back 
of bench. In using, grip 
firmly with both hands, 
holding the toe of the 
plane squarely on the 
board, and swing the 
weight of the body for- 
ward onto it to propel it. 
Either by side adjust- 
ment of the plane-iron or 
by tipping the plane, it 
may be made to cut more 
from one or the other side 
of the surface as desired. 
If it clogs with shavings, 
take out the iron to clean 
it, then set it for a thin- 
ner shaving. Never pick 
shavings out of a plane 
with a knife or any other 

Iron jack plane and sectional view of the same. 

10. Smoothing Plane. This is a shorter plane than the jack plane 

and is used for smoothing broad sur- 
faces. As a very thin shaving is de- 
sired, the cap-iron is set closer to the 
cutting edge of the blade. The left 
hand grasps the knob, while the 
right hand is placed over the back 
end of the plane. 





12 



OUTLINES OF MANUAL TRAINING 



Knuekle-Joint 



/Block Planes. 



11. Block Plane. Used for planing across the grain. To prevent 
splitting, a small corner should be cut off from the side of the wood to- 
ward which you plane, unless you plane from each side toward the mid- 
dle. This plane may be 
used to great advantage in 
connection with the bench 
hook in planing with and 
across the grain of small 
pieces. Free hand block 
planing consists in guiding 
the plane squarely with use 
of the hands only. The 
rounding or modelling of 
straight edges is often done 
Directions for care of jack plane also apply to other 




The knuckle-joint in the cap makes it alever too ; and placing 
ie ca D in position, will alsoclamp the cutter securely in its seat. 



the cap in position 



c, clamp; other parts same as jack plane. Cost, 90c. 

with this tool, 
planes. 



( as 1 


/) (®) 


=r: 


If 8B 


C 


\Jf) 7B 


IB 


9 B &S 
5B 





Parts of Bailey Planes. 



Parts of Block Planes 



No 

10 Frog Screw 

1 1 Handle. 

12 Knob. 

13 Handle "Bolt and Nui 

14 Knob Bolt and Nut " 
1 5 Handle Screw. 
16 Bottom (Iron Plane ) 



Plane Iron. 

Plane Iron Cap. 

Plane I' on Screw. 

Cap 

Cap Screw. 

Frog 

"Y" Adjustment. 

Brass Adiusting Nut 35 Top Casting (Wood Plane ) 

Lateral Adjustment 36 Bottom ( Wood Plane < 



1 B Plane Iron 

4B Cap 

6B Cap Screw 

7B Adjusting Leva 

8B Adjusting Nui 

9B Lateral Adjustment 



No 

16B Bottom ( Adjust 'bleThroat) 

20B Mouth Piece. 

2 1 B Eccentric Plate. 

22B Knob. 

26 B Adjustable Frog. 

28B Adjusting Screw. 

46 B Bottom. 



SAN FRANCISCO PUBLIC SCHOOLS 



13 




12. Jointer. This tool is used for planing long pieces straight and 

square, to pro- 
duce a good 
joint. Its 
greater length 
insures a 
s t r a i g h ter 
edge than can 
be produced 

Parts same as jack plane. Cost, $1.35 (wood), $3.00 (iron). by the shorter 

planes. 

13. Spoke Share. \> its name implies, this tool was originally used 
in making spokes. It is now mostly used in making handles, etc., and in 
smoothing up curved edges. The proper manner of holding this tool is 
to grip the handles with the ringers, placing the thumbs on the ends of 

the cap iron when shaving toward you. When 
necessary to -have from you, reverse the 
spoke shave, placing the index lingers on the 
ends of the month, with the thumbs braced 
against the stock beneath the upper end of 
the blade. The spoke shave will produce a smoother surface when it is 
held diagonally across the wood. Avoid Bhaving against the grain, 
which produces a rough surface. For concave curves a special round 
spoke shave is sometimes used. 



b, handle, b, blade; s, thumb 
screw ; c, cap iron. Cost, 20c. 



Duplex Rabbet Plane and Filletster. 




Remove the arm to which thefence issecured, and a Handled 
Rabbet Plane is had, and with two seats for the Cutter, so that 
the tool can be used as a Bull-Nose Rabbet if required 

The arm can be screwed into either side of the stock, mak- 
ing a superior right or left hand Filletster. 
No. 78. Iron Stock and Fence. »'4 111 Length, \% in Cutter 

st, stock; h, handle; f, fence; i, iron; w, wedge; 
g, gauge for depth. Cost, $1.00. 



14. Rabtet Plane. When 
we wi.-h to plane out an L- 
shaped groove along the 
edge of a board in making 
stock for picture frames, 
for example, this plane is 
used. The guide or fence 
on the bottom is regulated 
ure the width, while 
the guide on the side may 
be regulated to the required 
depth of the rabbet. 



14 



OUTLINES OF MANUAL TRAINING 




bt 



• i ■ 



Pd 




Cost, $5.50. 



Patent Adjustable Beading, Rabbet and 
Slitting Plane. 

This Plane embraces (1) Beading and center Beading Plane; (2) 
Rabbet and Filletster; (3) Dado? (4) Plow; (5) Matching Plane; and 
(6) a superior Slitting. Plane. 

Each Plane has seven Beading Tools (1-8, 3-16, 1-4, 5-16, 3-8, 7-16, 
and 1-2 inch), nine Plow and Dado bits, (1-8, 3-16, 1-4, 5-16, 3-8, 7-16, 
1-2, 5-8 and 7-8 inch),. a Slitting Blade and a Tonguing Tool. 

No. 545. Iron Stock and Fence, with Eighteen Tools, Bits, etc. 



15. Plow Plane, or Combination Plane. (Illustration above.) The 
frame work of this tool is similar to the rabbeting plane, but more com- 
plex. It has a number of variously shaped cutters, as indicated above. 
The cutters are adjusted by set screws. 

1G. Metal Snips. This tool is used 
for cutting sheet iron, tin, etc. As the 
resistance is great, the handles are 
longer and the blades shorter than in 

h, handles; b, blades. Cost, $1.30. ordinary Scissors. 




17. Glass Cutter. An indispensable tool in work requiring the fitting 
of glass. Let the glass lie flat on a smooth table and hold a ruler on 
firmly to guide the cutter. Then, moving the glass so that the cut cor- 
responds to the edge of the table, and still 
holding the ruler firmly on it, the extend- 
ing part may easily be broken off. The 
claws or jaws of the tool serve to break 
off narrow strips or small pieces after they 
have been scored. 



c, cutter or wheel; cl, clamp 

or claw, h, handle. 

Cost 50c. 



SAN FRANCISCO PUBLIC SCHOOLS 15 

OUTLINE 3. TOOTHED TOOLS. 



4& 

' : JT7 



1. Rip SaWj or Splitting Saw. This is one of the simplest of the 
toothed tools. It is used for sawing with the grain of the wood. When 

sawing, hold the saw firmly in the hand. 
It may help you to keep it straight to 
place the index finger on the side of the 
handle. Never force the saw into the 
wood by bearing down. This is a very 
important direction to follow. The saw 
will cut fast enough by its own weight. As 
the blade is very flexible, care should be 
taken to keep the arm in a straight line 
with tht saw. 

'I'lie teeth of the rip saw may be com- 
pared to a number of chisels placed one 
behind the other. To prevent the blade 
from sticking in the opening, or saw- 
kerf, the teeth are bent alternately from 
side to side,to make more room. This bend- 
ing of the teeth to the side is called the 
set of the saw. This saw is filed squarely 
across, one half of the teeth being filed 
from each side after setting. The teeth 
This slant of the 



Position of saw in wood, 
h. handle: bl, blade: t. teeth; 
point; he, heel. Cost. $1.50. 




Section showing teeth of rip saw. 



point toward the narrow end, or point of the saw. 
teeth forward is called the "rake" of the saw. 

( Sec saw set, page 29.) 



2. < WossA 'u( Saw. 

to cross-cut saw-. 



The genera] 



In cross-cutting, 



p 



ICE 



he; 



tractions about rip saws also apply 
the fiber of the wood is severed 
twice — on each side of the 
saw — the thrust dislodging 
and carrying the dust out. 
The teeth as seen from the 
side are like the letter V 



Parts same as 



Cost, Sl.BO. 



( see illustration) and may 

be compared to a Dumber of 

knife points placed in two row.-. The teeth are sharpened on the front 



i6 



OUTLINES OF MANUAL TRAINIXti 




and back, the edges meeting in a point. They are filed at an angle of 

about 45 degrees. Generally the teeth 
are smaller than those of the rip saw. 
When a cross-cut saw is properly filed, on 
holding it up to the eye and looking along 
the edge, it will show a central groove 
down which a fine needle will slide freely 
the entire length. The figures found on the saw blade near the heel in- 
dicate the number of points per inch. Thn>, ;i saw bearing the figure 
S is known as an 8-point saw. The size of the saw is determined by the 
length of the cutting edge in inches. 



Section showing teeth of cross-cut 
saw. 



3. 



Back Saw or Tenon Saw. This is a cross-cut saw with very fine 

teeth, sometimes as many as 16 
points to the inch. It is used for 
all small work about the bench. As 
the blade is very thin, it is strength- 
ened, or reinforced, by an iron 
"back" from which the saw derives 
its name. This saw leaves a very 
smooth finish. 




h, handle ; b, back ; bl, blade ; he, heel ; 
p, point. Cost, $1.00. 



straight in the frame. 



I 



-^o 



4. Tu mint/ Saw. Before using, sec that the string is tight, by twist- 
ing with the wooden twister. Then see that the saw blade is perfectly 
If the blade is twisted it is more likely to break 
or to ruin the work. The two handles, one at 
each end of the frame, are used for turning 
the saw Made. Only the handle toward you 
— the longer one — should be grasped when 
sawing. Hold your Baw handle firmly in the 
palm of the right hand with the index finger 
along the handle. Be very careful to hold the 
forearm and the saw blade in a straight line. The left hand should be 
placed just above the right hand, resting lightly on the frame to guide 
the saw. Hold the saw square with the work. Avoid the see-saw mo- 
tion. The chief use of the turning saw is in sawing curves, a- the blade 
is very narrow so it may easily follow the curve while sawing. By loosen- 
ing the cord and taking out one end. the blade may be inserted through 
an anger hole to make an inside cut. 



h, handles ; b, blade ; f, frame 
t, twister. Cost, $1.00. 



SAN FRANCISCO PUBLIC sci/oOLS 



17 



**1 



h, handle ; b. blade. Cost. 85c. 



m 



h, handle ; 
Cost, aoc. 



b, blade 



5. Compass Saw. This saw has a 

very thick blade, and the teeth are set 
much more than in ordinary saws. It is 
used in heavy woodwork for sawing 
curves. 

6. Key JI"/' 1 Saw. When we wish to 
saw small openings this saw may be used 
to good advantage. Be careful to use 
the part of the saw as near the handle as 
possible. 



T. Coping Saw. The coping saw is used for curved sawing, or scroll 
work, in thin wood. Care should be taken not to weaken the tension of 
tin- frame in removing or replacing the blade-, as the frame is the spring 
which keeps the blade stretched. As this is a slow cutting saw, special 

care should be taken not to force it into 
the wood, as it is easily broken. If it is 
necessary to remove the saw from a cut 
made by the blade, hold it in the same po- 
sition as when sawing and give it the 
same motion, but lift it instead of bearing down. 



8. Hack Saw, or Metal Saw. 
This Is used for sawing iron, soft 
steel, brass and other metals. 





ft, handle ; f, frame ; tn, thumb-nut ; b, 
blade. Cost, «.V. 



Mitre Box and Saw. The mitre saw, like the back saw, has a 
stiff, thick hack. It is a cross-cutsaw in the 

matter of filing. The mitre saw is used for 
sawing at different angles, the angle of 45 de- 
grees and the right angle being those most gen- 
erally used. It may, however, be set to saw at 
any angle. The frame supporting the guides 
or standards may be swung from side to side 
and set to gel the desired angle. 







b, saw ; b, box ; g. guides ; 
f, frame ; br, braces. Cost, 
No. 31 Langdon, with 22- 
in. saw, $0.50. 



1 8 



OUTLINES OF MANUAL TRAINING 



10. Wood Files. Wood files are of three 

kinds, classified according to form of blade, 

as flat files, half-round files, and round, or 

rat-tail fileo. The part of the file that pro- 

i jects into the handle is called the tang. The 

1 \ b teeth of a file point forward or away from the 

B I j handle, hence pressure on the file should be 

: ' given with the forward stroke. The file 

should be held diagonally across the wood in 

filing. 

The file should never be used when an 
edged tool can be used instead of it. Observe 
that the flat file has a safety edge for pro- 
teeting surfaces not intended to be filed. 
Hold the handle of the file in the right hand, 
and between the tips of the fingers and 
thumb of the left hand hold the forward end 
of the file blade. A coarse-toothed file, called 
a rasp, is sometimes used on wood, but gen- 
erally on leather by the shoe-maker, and on hoofs of horses by the black- 
smith. 




Cost, 10c to 25c. 



11. Iron Files. Iron or metal files are classified as flat, half-round, 
round, or rat-tail, and three-cornered. The triangular file blade usually 
tapers to a point. Avoid bearing on a file when drawing it backward 
toward you in filing. 

OUTLINE 4. BORING TOOLS. 



1. Brace, or Bit Bran 

fePL 



h, head ; c. crank ; 
Cost, $1.25. 



g, grip ; j, jaw 



This tool is for holding the various kinds of 
bits which are used in boring, reaming, 
countersinking, etc. Place the tang 
of the bit in the jaws and fasten se- 
curely with the grip. In boring hold 
the head of the brace perfectly still, 
and do all the turning with the crank. 



2. A uger Bit This tool is used in all ordinary boring, in 
wood. It may be used in thin wood if a hole is first made large enough 
to receive the screw-spur on the end of the auger, which would otherwise 



SAN FRANCISCO PUBLIC SCHOOLS 



19 



split the wood. 



^kl*E? 



ta, tang; sh, shank; n, nib; t, twist; 1, 
lip ; s, spur. Cost, 25c to 60c, ac- 
cording to size. 



Care should be exercised in laying down the bit, as it 
is easily dulled. As any piece of 
wood may split at the back, 
when boring entirely through from 
one side, it is better to bore only un- 
til the point of the bit comes 
through, then turn the wood around 
Xo pressure is needed unless the spur 



and bore from the other side 
fails to catch. 

3. Center /lit. The spur of this tool reams out the wood in the cen- 

center hit is useful for boring in thin wood. 
Be careful to hold the bit at right angles to 
the wood, and put on even pressure while 
boring. 

Parts same as in auger bit. ° 

Cost, 15c to 40c. 

4. Drill Bit. Used to bore holes in either metal or wood, for screws," 
nails, etc. It has little tendency to split. In boring metal or hard wood, 

it is better to make a "seat" for the 
point with a center punch, or in 

ta tang ; sh, shank ; t, twist ; p, point. cage Q f w00( ] w j th an aw ] This in- 

Cost, lOc to 25c. 

sures its boring in the right place. 

5. Expansion, or Extension Bit. This is generally used to bore 
holes larger than ordinary bits will bore. When setting the bit, first 

loosen the set screw 
on top, then with 
the screw on the 
side, set the cutter 
to the size required, 
and tighten the 
clamp by the screw 
If the wood to be bored is thin, make a hole large enough to re- 
ceive the .-pur of the bit to prevent splitting. It is well to test the size 
:>n a piece of waste wood first. 

6. dim hi. This is a 
combination of auger ami 
drill hit with a handle at- 
tached. To be used for 
light work. Care should be 
taken not to split the wood 




Showing the Bit wlib ILc Cnttm off. 



8, shank ; ss, set screws; sp, spur 
$1.50. 



c, cutter ; cl, clamp. Cost, 



on top. 




h, handle ; s, spur ; t, twist. Cost, 5c. 



in using this tool. 



20 



OUTLINES OF MANUAL TRAINING 



7. Brad Awl. The brad awl is used for boring very small holes in 
wood, leather, etc. Unlike most boring tools, it does not remove the ma- 

t trial from the opening it makes, but forces 
it out of the way laterally. In boring in 
wood it should be set with the edge across 
h, handle; c, chisel edge. cost.5c. th e grain and used similarly to the screw 

driver, by turning only half way around and 
hack again, and repeating the process. 

8. Automatic Drill. This tool 
is used for drilling smaller holes 
than can be made with an ordinary 
drill bit. It cuts a cleaner hole than 
can be made with a brad awl and is 
less likely to split the wood. 

9. Washer Cutter. This tool may be adjusted for cutting different 
sized circles in thin wood, cardboard, leather, etc. It 
is a good plan to test it in a piece of waste wood be- 
fore using to see that both cutters are the same dis- 
tance from the center spur. In hard wood it is well to 
first drill a small hole for the center spur to avoid 




th« lfo. 3 Drill i 

drill I 
• plmcc for *»cb < 
turning in* C*p tb« drill wti 



h, handle ; j, jaw ; sn, screw nut ; drill ; 
spiral screw. Cost, $1.65. 




t, tarig ; s, shank ; b, 
beam ; c, cutters ; 
( s. center spur ; 
ss. set screws. Cost 
$1.00. 



splitting. 



This tool is fitted into the bit-brace and is used 
for enlarging screw holes, that the 
heads of screws may be sunk into the 
wood even with or below the sur- 
face. 

11. Reamer. The reamer 
is a tool with cutting or scrap- 
ing edges for enlarging round 
holes. It is used with the bit 
brace. 

12. Screw Driver and Screw Driver Bit. In using the screw driver, 

do not get your arm into a cramped 
position. If it is possible hold it 
perfectly straight, as that will en- 
_ . oir able you to secure a tighter grip on 

h, handle: b, bit. Cost, 25c. ©or 



10. Counter Sink 



s, shank ; b, bit. Cost, 15c. 



s. shank ; b, bit. Cost, 20c. 



SAN FRANCISCO PUBLIC SCHOOLS 



21 



Screw driving bit.. Cost, 10c. 
s, shank; b, bit. 

more rapid and better work. 



the handle, and at the same time to 

throw nearly your entire weight up- 
on the screw, if necessary. 

A screw driving bit is used with a 
l»ir brace, where it is convenient, for 



13. Tap and Die. The die, or screw-box, contains a small blade 



or 




c, cutter ; s, spiral. Cost, $1.50. 



cutter for cutting screw threads on 
pi in or dowels. Iron and steel 
screw-boxes are used for cutting 
threads on bolts. 

The tap is used in a bit brace to 
cut a spiral groove in the wall of an 
auger hole for receiving the wooden 
screw made with the die. 



OUTLINE 5. GRIPPING TOOLS- 




Clamp, j, jaw; s. screw. 
Cost, 15c to 50c, according to size. 




Hand Screw. 



1. Clamp*. Clamps and hand 
screws may be used in almost any place 
where it is necessary to hold pieces of 
wood together, such as in gluing or 
for carving or plowing, etc. 

The cabinet maker's clamps are used 
in holding large work toovther. 



Cabinet Maker's Clamp, 
j, jaw or block; b, beam; s, screw in bead 




h, handle ; j, jaws ; ss, set screw. Cost, 
75c. 



2. Monkey Wrench. This is 
used for turning nuts, bolts, lag- 
screws, etc. It is a practical tool 
for general use, but is used mostly 
by machinists. 



22 



OUTLINES OF MANUAL TRAINING 




h, handles; j, jaws; cj, cutting 
jaws. Cost, $1.25. 




h, handles ; j, jaws. Cost, 25c. 



3. Pliers. Used for bending and twist- 
ing wire, small nails, etc. The cutting 
jaws are intended for cutting small 
wire, but should not be used on hard- 
ened steel. Those shown in the illustra- 
tion have parallel jaws. 

The round nose pliers are especially 
adapted to bending wire and Venetian 
iron into curved forms. 



4. Bench Hook. This is one of the most useful of bench appliances. 
By placing it on the bench, hooked over the 
t front edge, you may hold in it firmly small 

blocks for planing, sawing, etc. This is not in- 



Cost, 25c. 



tended for a chiseling block. 



5. Iron Bench Vise. 




The iron vise should be used in holding metal, 
wire, etc., in working with these materials. It 
will be found a useful piece of equipment in 
making miscellaneous repairs. Small iron 
vises cost from $.25 to $5.00, depending upon 
the quality of the material and the size of the 
vise. 



OUTLINE 6. HEASURING, MARKING AND 
TESTING TOOLS. 



1. Rule. The rule is marked off in inches, halves, fourths, eighths, 
and on one side sixteenths. By holding the rule on its edge much more 

accurate measurements are se- 
cured. Avoid measuring from 
the end of the rule, but rather 
use the middle portion. This will 
also secure greater accuracy.- The illustration shows a two-fold two-foot 
rule. 



SAN FRANCISCO rillLIC SCHOOLS 



23 



1 METEB— 101 C / M =1IH "/ M 


llll llll' 1 


Mill llll IHIIIlllll 


, 5 


Hill' 


HIM 


llllll 


1 FT, RHENISH. 12 ll.=JH % 


II II 


Mill 


II II 


2 

II II 


llll 


II 1 


1 FT, ENGLISH. 12 IN,=305 % 


M III llll I 


Mill II II 


llllll 


llh 


1 FT. FBAIZ. 12 H-W % 


II II 


1 I 


1 
1 1 


II II llll 


2 . 

Ill II 


II 


1 FT. HDLL. flil-81% 


II II 11 M 


II M II III 1 1 II 11 In 


1 FT. SOMED.. 11 ll.=2fF -/■ 


llllll llll 


' 1 1 II II 


2 
I | 


1 ihi 




b, box ; c, crank ; t, tape. Cost 
75c. 



THE WORLD'S riEASUREriENTS. 
FULL SIZE. 

2. Tape Measure. This is used pri- 
marily for large measurements, especially 
by lumbermen, contractors, carpenters, etc. 
The measuring line is enclosed in a box for 
convenient carrying. 

3. Try Square. This tool is for testing edges, corners and faces that 
should be at right angles to each other, and in laying out work and in 
cutting stock. Winn testing an edge, first hold 
the beam up firmly against the working face 
with the blade above the edge, then slowly bring 
the blade down until it touches the edge. Be 
careful not to scrape the edge of the board with 
the try square. Never try to hammer or pry 
with this tool, as it makes it inaccurate for future use. 




iy i M ' l '|T ! I M l |M I | i|' |,jl'| ' l 



bl, blade ; b, beam. 
Cost, 35c. 



— ~ 









• ,,j - ■» ■ v l ,LAi A i. . L, .L i i l i .. Lk l U . L JH.i.g 



Cost, $1.00 to $1.50. 

4. Framing Square. The figures on the several 
edges, representing the inches, begin at the angle and 
read toward the ends of the legs. In addition to these 
there is on the long leg a board measure table, and on 
the short leg a brace, or rafter measure table. The long 
leg is often called the blade and the short leg the 
tongue. 



24 



OUTLINES OF MANUAL TRAINING 




b, beam ; bl, blade ; 
thumb-nut. Cost, 30c. 



5. Bevel Square. This is a square with a 
movable blade that may lie set at any desired 
angle, for the purpose of testing or laying out 
work involving other than 90-degree angles. 
Use the triangles for setting the blade at angles 
of 30, 45 and 60 degrees. 



Plumb Bob and Spirit Level. 



f> 



Plumb bob. Cost, 10c. 




Spirit level. Cost, $1.00. 



The pin in I) bob is used for deter- 
mining the vertical. It is a 
weight at the end of a line, 
called the plumb line, which 
when quiet hangs at right an- 
gles to the horizon. If one leg 
of a framing square be placed 
parallel to the plumb line, 
the other leg will be horizontal 
or level. The spirit level is 
also used for these purposes. 



7. Pencil. The pencil lead should he medium or hard for ordinary 
mechanical drawing on paper and wood, and should he sharpened to a 
fine rounded or wedge-shaped point. For drawing on paper a soft lead 
sharpened wedge-shape is more effective. In drawing let the pencil in- 
cline in the direction the line i> being drawn. (See illustration of draw- 
in- instruments, page 45.) 

s. Marking Awl <>>■ Scratch Awl. This 
is often used as a substitute for the pencil 



Cost. tOc. 



laving out work on wood. 




Correct. 



Incorrect. 



■ K Scribing with Knife In joinery and 
other work where great accuracy is required 
it is best to lay out the cuts to he made by 
scribing with the knife. Note carefully the 
difference in inclination in the accompanying 
illustration. 



lo. Marking Gauge. Unless the zero line is exactly opposite the 
nih. or spur, the measurements along the beam of the marking gauge 



SAN FRANCISCO PUBLIC schools 



25 



^ST\ h 






b, beam ; h, head ; n, nib or 
spur ; s, screw. Cost, ur»r. 



can not be depended upon. In setting to any 
measure, the rule may be used as a test by 
placing its vn<\ againsl the head of the gauge 
and bringing the desired mark thereon di- 
rectly over the nil). Tighten the thumb screw 
to prevent the head from slipping on the 
beam. The uib should be sharpened to a 

curved edge and oat to a point, by filing on both sides. Hold the face 

of the gauge firmly against the face of the wood. 

11. Mortis, ■ Gauge. Thi> tool differs from the marking gauge in 
having two nibs instead of one. The second 
nil) is movable and may be set at any desired 
distance from the stationary one. thus making 
it possible to line both sides of a mortise at the 
same time. 




Cost, "<>, 



12. Dividers. 



a. arc: j, joint; ss, 
set screw; s. spring; tn, 
thumb nut; p, pointed 
legs. Cost, 25c, 



Steel dividers are set tor use with a thumb screw, and 
are provided with a thumb nut for adjust- 
ing to more accurate measurements. In 
scribing circles hear lightly upon the di- 
viders to prevent scoring the wood too 
deeply, and let them lean forward fl little 
in turning them. 



13. Pencil (''impastes. These are used chiefly for drawing on paper. 

First adjusi the lead until the legs are 
the same length, then set the points the 
required distance apart, and \\>v(\ by ro- 
tating the top between the thumb and fore 
finger of the righl hand. Keep the com- 
passes inclined in the direction vou are 





Parts same 
as dividers. 
Cost, 'ioc. 



turning them. 




1-J-. Calipers. Calipers are compasses with 
curved legs or wings for measuring the diameter 
or caliber of round bodies or h 



h, hinge : 
Cost. 20c. 



wings. 



OUTLINED OF MANUAL TRAINING 




15. Wire Gauge. For 
measuring the thickness of 
wire, nails, screws and the 
like. Xo. 1 wire is about % 
inch thick, Xo. 2 a little 
smaller, etc. The illustra- 
tion of the wire gauge is full 
size. The numbers on it do 
not apply to the circular 
part of the notches, but to 
the openings at the edge. 
Notch No. 1 should just slip 
over a Xo. 1 wire. 

OUTLINE 7. POUNDING AND PUNCHING 

TOOLS. 

1. Hammer. In using the hammer catch the handle near the end. 
For small nails use the wrist stroke, and for large nails use the elbow 

stroke. When the nail is almost in, use 
jf\ % the nail set, so as not to bruise the wood 

fr~-y - "'" ' " ^ with the face of the hammer. In drawing 

J out a nail with the claw of the hammer, 

place a block of wood under the head to 
keep it from bruising the planed surface 
and to increase the leverage. 

Mallet This should always be used in driving chisels, gouges, 
pins, etc. It is primarily intended for 
pounding on wood and is preferable to the 
hammer in driving together framework and 
the like. It should never be used for driv- 
ing nails. 
The nail set La used for driving the nail below the sur- 
t'aee of the wood. A hollow or cup pointed 
nail set is better than one with a flat point, 
s, shaft; P> point. Cost, iOc. especially in setting small nails and brads. 

4. Center Punch. This tool is used for 
marking points of measurement on iron, and to 
make an impression in which to start the bit 



h, handle ; e, eye ; c, claw ; f, face. 
Cost, 50c. 




h, handle ; he 
Cost, 25c. 

3. Nail Set. 



face. 



s, shaft ; p, point. Cost, 10c. 



when boring in metal. 



SAN FRANCISCO PUBLIC SCHOOLS 



27 



s, shaft ; d, die. Cost, 25c. 



s, shaft : t, throat 
Cost, 20c. 



c, cutting edge 



OUTLINE 8 



5. Carver's Punch. The carver's punch is 

used for stamping background in carved work. 

Figured punches are often used in making 

decorations and borders on wood and the like. 

<!. Leather Punch. This is a very 

convenient tool for making holes in 

any thin, flexible material, such as 

leather, cloth or cardboard. 

HISCELLANEOUS TOOLS. 

1. Tool Handle. The tools accom- 
panying this instrument indicate the 
various uses for which it is adopted. 

2. Cabinet Scraper. The cabinet 
scraper is used for finishing planed 
surfaces and also in places where the 
plane cannot be used. When properly 
sharpened it removes a fine shaving. 

3. Sand Paper. Sand paper, 
which is of different grades, is used for 
finishing after planing or scraping. 
Care must be taken to not injure deli- 
cate edges. It is not a cutting tool, 
and, like the file, should not be used 
where edged tools will do the work. 

4. File Card and Brush. The brush 
is used for removing sawdust from 
files. If the file becomes clogged, use 

h, handle; c, card; b, brush. cost,3o c the card first, then the brush. 

5. Whisk Broom. The whisk broom is found with each bench and 
n used for brushing dust and shavings from tin- bench and the clothes. 

6. Grind Stunc. In sharpening a tool extend it over rest so that it 

meets the >tone at the desired angle. 
Notice what part of the tool is imme- 
diately over the rest, and see that it 
remains so during the grinding; for if 
It ifl shitted backward and forward, the 
result will be a rounded or irregular 
bevel. The tool should be given a lateral 
motion across the stone to prevent ir- 

, frame; s, seat; t, treadles; r, rest; regular wearing of the stone. Always 

b, bearings; st, stone; cs, center shaft. f urn fU, nf/*np toward tVip Prlo-P nf th* 

This style costs about $13.00. Cheaper Ul111 l,R >l(,[1 ^ lOWam II1C edge 01 IftC 

ones can be bought at from $4.50 to $6.00. tool 

A good bicycle grindstone costs $7.50. luui. 




handle, cap, nut, jaws. Cost, 75c. 





28 



OUTUXES OF MANUAL TRAIN/Xd 




c, cover; s. stone. 
Cost, 65c. 



Oiler, c, can; n, 
nozzle or spout. 
Cost, 10c 



7. Whet Stone or Oil Stone. In whetting the chisel or plane try to 
so hold the tool that it will rest almost flat on the bevel with greater 
pressure at the edge than at the back of the 
bevel. Avoid a rocking or see-saw motion, and 
put on the pressure with the left hand placed 
jusl above the cutting edge. When the tool 
begins to show a slight bur or "wire edge" on the 
face side, place it with the face flat on the 
stone and push it forward to remove the bur. Tools that have large 
nicks in them, or that have been blunted by constant or careless whet- 
ting, must be sharpened on the grindstone before whetting them on the 
oil stone. Keep the stone oiled when whetting tools, but do not allow the 
oil to remain after through using; as it tends to 
soften the stone. Wipe the tool and the stone 
clean with cotton waste. Wash the hands be- 
fore taking up other work. 

After grinding and whetting the bevel of 
carving tools, or gouges, a small stone called a 
slip stone, so named from the motion given it, 
should be used on the inside curve of the tool 
to remove the wire edge, 

Saw Clamp or Saw Vise. This device is used for holding a saw 

while filing and setting the teeth. As 
seen in illustration, the blade should be 
placed low in the clamp between the 
jaws to hold it firmly. A triangular, 
or three-cornered file, is used for filing 
the saw. The saw clamp is usually 
fastened to the bench by means of 
Cost, $i.oo. screws or a thumb screw clamp. 

Saw Filing. Before filing a saw. a flat file should be passed over 
the points of the teeth to make them level. 
This is called "jointing a Baw." The 
jointing should leave a facet on each 
tooth, which will be triangular on a cross- 
cut and rectangular on a rip saw. When 
ilif facel disappears from each tooth the 
filing should cease, as a single stroke 
more will make it lower than the rest of the teeth. 





9. 



£k£A 





BAN FRANCISCO PUBLIC SCHOOLS 29 

10. Saw Set. This tool is used for bending the teeth of the saw side- 
wise. The amount of such bending, known as the "set" of the saw, can 

be readily observed by holding the 

saw toward the light with the back 

edge of the blade nearest to the eye. 

The points of the teeth will be seen 

projecting from the sides of the 

blade. The sides of the kerf are 

left, smooth and even in very hard 

cost, 75c. wood, so very little set is required; 

but in soft material the fibers spring away from the advancing teeth, 

and returning, press against the blade, hence a larger amount of set is 

-;in. 

11. Saw Horses or Trestles. A pair of trestles is used for support- 
ing boards while sawing. Care should be taken not to cut into them 
with the saw. 

OUTLINE 9. FIXINGS. 

Under this heading are placed brads, nails, screws, hinges, glue and the 
like. For prices see General Supplies, page 41. 

1. Nails. Brads are thin nails with small heads. They are used by 
most workmen in wood for general purposes, on buildings, etc. Finish- 
ing nails are used for fine work, as in nailing joints, moldings, in the 
manufacture of furniture and in cabinet work. Common nails, or large 
headed nails, are of different forms and sizes as shown in illustration. 
In building, large headed nails are used for strength, as the thickness of 
the nail and their large heads holds the boards more firmly. Wrought 
nails are used for horseshoeing and in making boats, etc. Common 
tacks may be classed as small, short nails with very large heads. Staples 
are double-pointed tacks, the shape of a letter U. For illustrations, 
see page 30. 

2. Screws. Screws will hold more firmly in wood than nails, owing 
to the thread. They also serve to draw the pieces together. A great 
variety of screws, screw-eyes, screw hooks, bolts, etc., are manufactured 
to correspond to commercial demands. See illustration-, page 3$. 

3. Clue. Glue is used where tight, close joints are desired. The 
pieces to be glued should first be planed straight and even, that the sur- 
faces may fit closely. If the fit is perfect, what is known as a "rubbed" 
glue joint may be made — that is, the glue is applied and the pieces sim- 
ply rubbed and pressed closely together and set by to dry. Otherwise, 
clamps should be used for holding the pieces while the glue sets. Ap- 
ply the glue evenly to both surfaces, but do not use an excessive amount. 



3o OUTLINES OF MANUAL TRAINING 

OUTLINE 9. PLATE , 



Steel Wire Nails. 



Fine. 



1 Inch 

Lining-. 



I 



I 



3d 1 Inch. 8d 8d 8d 8d 8d 

Slating. Barbed Roofing-. Common. Barbed Common. Common Brads. Finishing-. Casing-. 

WROUGHT NAILS CUT NAILS 



V 





Finishing. Brad 



Boat Nails 



Hob Nails 



8d 8d 8d 

Flooring Brads. Fence. Clinch. 



COMMON TACKS 



IT 

S'oz /oioz 



6V0I 6'0Z 101 OZ I^OZ K\f03L 

Double Wire Cut withered Steel s/\r*. 



BAN FRANCISCO PUBLIC SCHOOLS 
BRADS AND FINISHING NAILS. 



OUTLINE 9. 



31 



PLATE 2. 



STEEL WIRE BRADS, 




3i-lQ 



^Z 



31-10 



- 



3t-ll 






3-11 



4 



1-16 



s» 



ls-15 



Zl -12 






14-/5 



2s-\3 



1 1 Q 




2i~\* 



« 



2- 14- 



lt -15 



2J-I2 



i-/6 



li-17 



21-11 




lt-17 



I -IB 



l-\Q 



3? -9 



31-8 




_ jimu_w ■ ■ 1 



3i-8 
STEEL WIRE FINISHING NAILS. 



t-20 



i-zi 



3 2 



OUTLINE 9. 



OUTLINES OF MANUAL TRAINING 
SCREWS, HOOKS, ETC. 



PLATE 3. 



FlatHead. Regular Round Head. ° val Counteraunk Head. Fillister Head. 




Carrl&qe 

3olt 



Rivet, washer 



SAN FRANCISCO PUBLIC SCHOOLS 
MISCELLANEOUS FIXINGS. 



OUTLINE 9 



33 



PLATE 4 




DOUBLE SIDE PULLET 



SWIVEL PULLEY 



34 



OUTLINES OF MANUAL TRAINING 



4. Miscellaneous Fixings. Hinges are made generally of iron or 
brass. They are of various sizes and many forms, and are used 
largely for door hanging; but are important also for connecting parts 
of many kinds of instruments and apparatus for leverage purposes, etc. 

Locks, knobs, latches, etc., are generally associated with hinges. It 
is well to know the names of the common classes of fixings such as are 
shown in the accompanying illustration. (Page 33.) 

Chapter IL Work for Seventh and Eighth 

Grades* 

The following outlines present a progressive series of operations and 
projects for the Seventh and Eighth Grades. They afford enough 
material for three years' work, and should be readjusted accordingly as 
soon as practicable. In the diagrams the chief operations are named in 
the order in which they are introduced. The plan of parallel and equiva- 
lent projects affords choice for the teacher, and for the pupils, subject 
to the teacher's approval. Each laboratory is supplied with finished blue 
print drawings of the projects indicated. 



OUTLINE 10. MANUAL TRAINING- SEVENTH GRADE-A 

SAN FRANCISCO PUBLIC SCHOOLS. JULY, 19 02.. • 



PLATE 5. 



NEW THINGS TO TEAGH 


SUGGESTIVE PROJECTS 


NO 


OPERATIONS 


TOOLS 


MINTS 


no 


A 


B 


C 1 D 


DRAWING 


1 

z 

A 

i 

6 

8 

9 
10 

11 

u 
la 

V, 

u 

16 

17 

16 

19 

zo 
21 

3Jt 


Edge pianino 
Testing 

Horiiontal boring, 
Sawing to length 
Whittling to point 


Jack plane 

Try square 

Brace and auger bit 

Back uw 

Knife 


Tools Wood. 


1 


Trellis 

.III 


Ladder 


Kite String Reel 


Work from 
black- board 




Mill 


Right angle 
Obbque. Centre 
Perpendicular 


2 


'M, 








0pS.1,2.J,4.5. 


Op'S.1,2,3,4,5. 




blue print,- C 


Marking straight edge 
Planing to line 

Squaring end 


Rule and pencil 

Jack plane 

Block plane, bench hook 


Linear. Rectangle. 
Accuracy, fractions 
Adhesion 


Rule 


Pencil Sharpener i Match Strike 
Ops 6,7,8 lOpB.6,7,8 


Lever »rw Fulcrum 


Copy black- 
board drawing 


Ops e, r, s 


QO 
Ops.6.7,8 


Cross sawing 
B/ocK pianino-oblique 
Chamfering 
Nailing, 


Back saw 
Block plane, bench hook 
Block plane 
Hammer and brads 


Square. Octagon 
Circle. Radius. 
Reinforcing 
hexagon 


3 


Bill File 

Opt 9,10,12 


Pencil Sharpener 

©I 

Ops. 9,10. 


Hexagonal Mat 

Co 

Op's 9,io, n. 




Work from 
black-board 
drawing 


Cutting stock to lint 
Boring 
Cutting circle 
Chip carung 


Rip and crosscut saws 
Brace and centre bit 
Extension bit.or washercutter 
Skew chisel 


Diameter 

Construction 

Ornamentation 


1 


Pen Rest 

4' ' f» 

J LM 

Op's. i),n,te 


Frame 
0pV1»,l«.K 


Eqg Rack 

loool f? 
|ooo) li 

Ops. 11,14. 




Copy blue 
print 


Sawing long curve 
Shaving Iflng curve 
Rounding edge 


Turning saw 
Spoke shave 
Spoke shave 


Sweep. Arc. 
Semicircle. 


5 


Coat Hanger 
Ops. 17,18,19 


Twine Winder 
Op IB 


Match Strike 

P I171»^-I 


Draw from 
j black-board 
sketch. 


Shaving short curve 


Spoke, shave 


Support 
Compound curve 


6 

7 


Tooth Brush Rack iTora.li Brush Rack 1 Shelf . 

© i is: QA 

op 20 -J3* lop. xa 'Op. to 




Work from 
blue print. 


Bo» construction 
Curve sawing 


Coping saw 

• 


Reinforcing 


Envelope Case Match Box 


Spool Rack Cubical Box 

an>D □ p 

Op l* '|Op. 2,1 


Copy blue 
pnnt 



SAN FRANCISCO PUBLIC SCHOOLS 



35 



OUTLINE 10 MANUAL TRAINING -SEVENTH GRADE-B PLATE 6 

SAN FRANCISCO PUBLIC SCHOOLS, JULY, 1902 



SUGGESTIVE PROJECTS 

r 



& i C D 

Cutting Board ! Palette ' Frame Corner Slplt 

Of OIQ; 01 l3B 

OpStt.JJT iops.AS.ZS 



| DRAWING 

( Draw from 
! black- board 
sketch. 




OUTLINE 11. MANUAL TRAINING- EIGHTH GRADE- A 

SAN FRANCISCO PUBLIC SCHOOLS. JULY,1902 



PLATE 7. 



NEW THINGS TO TEACH 
OPERATIONS j TOOLS 



j:iHd,f-anj-hd,T joint Knife, gauge, saw, chisel 
J: Open inorhse joint Gauge. 3aw, chisel 



53 Groovmjrconcofc I Firmer gouge.-ab. 

Shaping (outside bevel) 

54 Rouncing edge j Plane 

53 Carving- chip, free Skew chisel, gouges 



56;T«iper piar.irg Jack plane 

37! Free modeling j Spokeshave 

58 r"ree amoothing Sandpaper 

59' Metal fitting Hack saw, Me, pliers 



60 Free bkxkplamng Block plane 
$1 Miscellaneous 

construction Auger, screwdriver, etc. 



I 



Half lapjoimni 
(.abutting} 



Review,- miscel- 
laneous 



Knife, saw.chisel, etc 



Power of wind 
T«mto>m*tnn dmrrvr 



|5llWindWheel(«nTe*RaStand 'Ring Toss. 

!xm+« +iJ 



Composition ot wtod 



Accuracy of free- 



Pro port ionine, 
for strength aid 
beauty 



General uses of 
this class of joints 



SUGGESTIVE PROJECTS 



DRAWING 




S4 1 Towel Rack 



Depending on project 
and choice 



Some important 
allied subject. 



Original 



Work from 
blue prlVit. 



Spool Box Pen Tray (po»t) 



OpS33,M.S5> |0pS.33,M,£3) 

File Handle j Glove Stretcher 



0pt6S,J7.Se,J9 



0pi6«.5T,se,J9 



Blotter Pad 

S3 

Ops. 60, 61 



PUtUr w Tray | Copy blue 
rint 



O) 



Op«.6l 



A 



Knife Box 

Op 6/ 



Modification 



a 



Duplicate 



| Sketch car«- 
i fully. Work 
I from sketch 



| Work from 

: blue print. 



Sketch 
draw. 



Sketch care 
fully. 



36 



OUTLINES OF MANUAL TRAINING 



OUTLINE 1 



MANUAL TRAINING- EIGHTH GRADE -B 

SAN f RANCISCO PUBLIC SCHOOLS, JULY, 1902 



PLATE 8. 



NEW THINGS TO TEACH 



OPERATIONS 



TOOLS 



HINTS 



76 Garvincj.-free.chip Chisels, gouges Inscribed and 

77 Dowel joining Auqer, glue circumscribed 
18 Vertical boring Augers , figures. 

79 Planmg cylinder Jack plane, block plane ■ Strength, be»uty 



SUGGESTIVE 
T B I 



PROJECTS 



76 Foot Stool 



Ops. 78, 78, 80 Ops 78,79, 80 



Laying out and 
cutting mitre Square, saw 



Tea Pot Stand Towel Rpller 



Rabbeting, (indi- Rabbet plane 

vidual pupils) 
Mitre joining Mitre box and saw 



Inlaying 
Peg tenon 



Mortise and tenon 

joining 
Nailed brace 



87 Fittin^hinges,lock 



Saw, plane, etc 
Auger, saw, chisel, knife 



Mitre 

Sguare on hyp. 
Review angles 



IS Mitre Box Triangles 






7fl 



Colors of wood 79 



p. 8 A Op 82 



Fr^me 



Egg Stand 



Op W 



Key Board 



Auger, chisel 
Mitre saw, hammer 



Knife, chisel, etc 
Plain dovetailing , Auger, saw, chisel 
Paneling Rabbet plane. 



Common uses 
of such joints 



) Crane 



Op 76 



Op's 79,80,81 



Work from 
blue print 



Make and wor 
from sketch 



Sketch and 
draw. 



Copy blue 

print 



Bracket BookResi(~* 



Op'SBi.Se w 0pS.85.B6 



Cam p stool Sketch care- 
fully. 



Parts of a door 81 Mail Box Handkerchief Bo« Cabm.t 



, Bd'HQHB 



Work from 
blut print 



According to project j Review 



&l Electr 



Ops 87, 86 

jOnginal 



OUTLINE 12. TALKS AND DEHONSTRATIONS. 

Instructors to give these talks and demonstrations at such times and 
in such connection as to be applicable to the greater number of pupils, 
thus saving time and energy. Most of the subjects suggested will pro- 
vide sufficient material for two or three talks. Talks should not exceed 
ten minutes in length. 

SEVENTH GRADE. A. 

1. Care of benches and other equipment. 

2. Explain and demonstrate carefully the use of each tool before al- 
lowing the pupils to use it. 

3. Teach proper use of drawing instruments, kind- of lines, freehand 
lettering, etc. Pages 11-11. plates 12-19. 

4. Teach geometric ideas as suggested under "1 lints'" in the tabu- 
lated outline, and by illustrations on pages 51-58, plates 26-41; 

SEVENTH GRADE, B. 

1. Review such items of information or demonstrations given in the 
preceding grade as may be necessary to thoroughne- 

2. Give thorough demonstration of leading tool exercises as indi- 
cated under "Operations" in the tabulated outline. 



SAN MANCISCO PUBLIC SCHOOLS 37 

3. See to it that pupils become familiar with the names of tools and 
their parts. Give class drills. 

4. Give instruction in regard to geometric ideas and other ''Hints." 
See pages 44-47, plates 12-19. 

5. Teach how to lay out and cut stock. 

6. The manner of sharpening chisel, plane, etc., on the oil stone. 
EIGHTH GRADE, A. 

1. Review geometric ideas taught in preceding grades. 

2. Teach elements of wood growth and structure, and names of the 
different woods used in the laboratory. 

3. Demonstrate operations, in mosi cases, to groups of pupils, as 
their stage of progress demands. 

4. Give thorough drill in the elements of industrial drawing. De- 
tails, drawing to scale, etc. Pages 46-47, plates 1 7-19. 

5. Encourage pupils to keep note books for plans, illustrations, ques- 
tions and facts. 

6. Furnish pupils with titles of books and magazine articles which 
afford interesting and profitable reading along manual and mechanical 
lines. 

EIGHTH GRADE, B. 

1. Review the different uses of tools. 

2. Give geometric instruction. Pages 51-58, plates 26-41. 

3. Pupils count amount and cost of materials used in their projects. 
price lists, pages 40. 41. 

4. Review elements of working drawings. Study simple drawings 
in this book. Pages 44-47. 

5. Pupils write at home a description of some particular phase of the 
manual training work they have performed. 

6. Originality and invention should be especially encouraged in this 
grade. 

Chapter IIL Helps for Pupils* 

OUTLINE 13. CARE OF TOOLS AND EQUIPMENT. 

The tools and other equipment are the property of the city. They are 
loaned to pupils in manual training, and should be as carefully protected 
as anything else with which one may be entrusted. He who knows how 
to work with tools but does not know how to take proper care of them 
has learned but half hi- Lesson. The following suggestions may be help- 
ful : 



3 8 OUTLINES OF MANUAL TRAINING 

1. Know the place of everything you use, and leave it there when you 
are through with it. 

2. Learn the proper use of tools, and avoid using them improperly 
or unnecessarily. 

3. Do not handle tools carelessly, as by piling them together on the 
bench, rasping them against each other, pounding, prying or scraping 
with them (except with tools made for these purposes), letting them 
fall, etc. 

4. If tools get dull, sharpen them if you know how. If you do not 
know how, ask the teacher. It is easier for an ignorant or careless pupil 
to ruin a. tool than to properly sharpen it. 

5. Always hold the tool so as to keep it under thorough control, and 
so as to avoid accidents to the bench, the tool, the work or yourself. A 
slip of the tool or a mis-stroke may prove disastrous. 

6. Always report accidents or damage to equipment promptly. This 
places the blame just where it belongs, and is much better than to try 
to hide the matter, and thus have it attributed to others. The manly 
way is to assume the responsibility for your own acts. 

7. At the close of the lesson leave the bench, tools and other ma- 
terials you have been using in the best order. This is one of the best 
proofs of proper care. 

OUTLINE 14. TAKE A HINT. 

1. You work better when standing. 

2'. Respond to your signals promptly and quietly. 

3. Keep tools sharp. It pays. (Plane, chisel, knife and pencil.) 

. 4. Handle tools carefully. They are easily damaged. 

5. Report damages promptly. 

6. Leave tools on benches in best order. 

7. "Think, then act." "Actions speak louder than words." 

8. Which habit do you want to form — 

1. Carefulness or Carelessness? 

2. Neatness or Slovenliness? 

3. Attention or Heedlessness? 

4. Accuracy or Errancy? 

5. Honesty or Deception ? 

6. Economy or Wastefulness? 

7. Industry or Idleness? 
8. Success or Failure? 

9. Are you becoming intelligent regarding materials, equipment and 



SAN FRANCISCO PUBLIC SCHOOLS 39 

operations ? How many of the following things do you know : 

1. How to use drawing board, T-square, triangles, pencil. 

2. Kinds of lines in working drawings, and their meaning. 

3. How to make a simple working sketch, freehand, from the 

object. 

4. How to make drawings on axes, etc. How to use blue prints. 

5. The meaning of such geometric terms as square, oblong, diag- 

onal, circle, diameter, radius, perpendicular, parallel. 

6. The names of all materials you use, including the kinds of 

lumber. 

7. How to lay out and cut stock economically. 

8. Names of all tools you use, with chief parts. 

9. The proper way to hold tools, and to stand in working. 

10. How to set or adjust tools, as planes, spoke-shave, etc. 

11. How to hold the rule, square, auger, saws. How to sharpen 
pencil. 

12. Difference between cross-cut and rip saws. 

13. How to ward against injury to benches, bench stops, tools. 

14. How to whet knife, chisel, spoke-shave, plane. 

15. How to grind chisel, plane, etc. 

16. What a working face is, and why it is necessary. 

17. How to describe in words the tools, operations, projects and 

materials with which you work. 

18. How to keep your work neat — clean hands, sharp pencil, light 

marks. 

19. How to go about your work quietly, carefully, thoughtfully. 

OUTLINE 15. GLOSSARY OF COMMONLY USED 

TERMS. 

1. "Stock" — Material or supplies as received from the mill or factory 
in bulk. The term is also applied to material cut out in the rough, be- 
fore dressing to the exact size for the project in hand. 

2. "Lay out" — To mark out a form on wood or other material. 

3. "Block in" — To outline, or draw the general form of. used in 
mechanical drawing. 

4. "Dress down" — To cut to the proper size. 

5. "Square up" — To joint ; to plane edges square with the face. 

6. "Working face" — The surface from which measurements are made 
and with which other parts are squared. 



4 o 



OUTLINES OF MANUAL TRAINING 



;. "Grain" — The direction of the fiber in wood, as "'with the grain/* 
"against the grain," "across the grain/' cross-grained wood is that in 
which the fiber runs obliquely to the edges or sides of the stock. 

8. "Side," "edge," and "end," as applied to pieces of lumber usually 
refer respectively to the broader surface extending with the grain, the 
narrower surface extending with the grain, and the surface extending 
across the grain. A piece may thus he wider than it is long. 

9. "To set" a plane or spoke-shave, is to adjust the blade properly 
for cutting. 

10. "Project"; "Model" — General names applied to the objects made 
or to be made by pupils. Strictly, a "model" would be an ideal piece 
of work to be patterned after by the pupils. 

11. "Blue print"— A copy of a drawing made by the blue print 
process. 

OUTLINE 16. COST OF MATERIALS. 

Following is a list of the chief materials used in the work herein de- 
scribed. The cost of such materials varies from time to time. The 
figures given are the retai] market prices in San Francisco in December, 
1902. 

1. Lumber. 

All No. 1A (first quality), double surfaced (plained on both sides). 
The price given is the price per board foot, except in the case of the 
dowel. For description of a "hoard foot.*' see page L3. 

DIMENSIONS. PRICB, 

..^x8 in 9 cts 

s in 9 



KIND. DIMENSIONS. PRICB 

Suoar pine '+XI2 in 8 cts 

" ':Xi2 in .....9 " 

11 y 2 x 8 in 9 " 

" 3?x 8 in. o " 



'sx 



8 it 



Redwood 



• ••1 '4x2 111 4 

....2x2 in 5 

....2x6 in 9 

..•3M in 9 

,...^x8 in 4 l 4 

'2x8 in 4' 2 

%xro in 5 

" 1 5^x3 in 1 

Poplar ,'/8*[2 in 5 

" , ; ,xi2 in 5K 

" '4x12 in 6 

" Sxi2 in 7% 

" V xi 2 in 9 

White maple , ! ,x6 in 8 

*<x8 in 9 

" ^x8 in 9 

Sycamore J^x8 in 8 

'-xS in 10 

%x8in 13 



KIND. 

Spanish Cedar. 



"... >£xi2 in 10 

" .... f£xi2 in 11 

" " .... ^xio in 11 

" " ...%xioin 15 

Black gum #x8 in 9 

" i^xS in 11 

" %x9in 12 

Cherrv ^x8 in 19 

" " ^x8 in 25 

White oak >^xio in 10 

" " 3^x12 in 11 

Black walnut y$x8 in 15 

11 " .... l /$x6 in 12 

White holly %xS in 15 

" frx8 in 18 

Birch dowel, per 100 feet — 
% in. 

\s in. 

Vz in. 

H in. 

in. 



•30 
•30 
•30 
50 
.60 



SAN FRANCISCO PUBLIC srj/oOLS 



4* 



2. Hardware. 

The most commonly used hardware is here listed. For illustrations of 
nails, screws and fixings, see pages 30-33. 



IUMENSIONS. 



Wire brads ' 

" I 



Finishing nails 



in 
_ i». " 
% in. " 

1 in. " 
i - 4 in. '• 
I l 2 in. " 

2 in. ' 

.6(1 

8d 

i od 



N0.20. 
" 19. 



19.. 
18.. 
17.. 
16.. 
15- 



PRICE 
PER LB. 

. 15 CtS. 

•15 " 

•15 " 

.IO " 

.10 " 

.IO " 

.IO " 

• 5 " 

• 5 " 

• 5 " 



Wire nails ' 2 in '5 

i in.. 

4d.... 

6d... 

8d .. 

iod.. 

Screws, flat, bright, '..in. 



No 



i in. 
i in. 
i in. 

i ' 4 in. 
i ' 2 in. 
i '.in. 
i ; + in. 



10 

5 

.... 5 

5 

5 

5-20 
6... 25 
6.. .25 

5-30 

8.. .30 

9-35 
9-35 

9.. .40 
10...40 
12 ..45 



Screw hooks, iron 
" square 



KIND. DIMENSIONS. PRICE 

PER GROSS. 

Screws, round, blued, )A in.No 4,20 cts. 
" #in. " 4,25 

1 in. " 7,30 
" X X in." 9,35 

1/2 in." 10,35 

2 in. " 10,45 
2 in. " 8, $1.00 
1 in 1. 00 

eyes No. 6 wire 45 

" cup hooks, 

square, brass, l / 2 in.,No.4i2 .90 

" " " . " H iD 95 

" " " iron, 1 in 70 

" eyes, brass ^in.,No.i2i3 1.00 

" " iron 1 in 75 

Butt hinges, brass # in 3.00 

Screws for same ...y% in 25 

Butt hinges brass. ...i^x^ in. ... 6.00 
Screws for same....^ in 30 

Brass tubing % in. inside, 

per foot... .25 

Carpet tacks 4 oz. bright, 

package .05 

Double pointed tacks, ' s in 05 

Brass escutcheon pins (different 
sizes), per pound 60 



3. General Supplies 



Sandpaper, Nos. 00, o, l / 2 , 1, I}4, 

2, per quire $ .25 

White shellac, mixed, per pint... .65 

Wood alcohol, per gallon 1.00 

Grain " " ' 3.10 

Turpentine, " " 80 

Kerosene, " " 25 

Machine oil, " " 40 



Raw linseed oil, per gallon $ .65 

Boiled " ' 70 

Le Page glue, "pint 35 

Library paste, " quart 65 

Cotton waste, " pound 12J 

Strong twine, /,, it-.pr. " ... .25 
Lead pencils, per dozen 25 



OUTLINE 17. SUGGESTIONS FOR HOME WORK. 

Pupils who have a small room at home where they can do. tool work 
will find it pleasurable and profitable to use odd hours and holidays in 
some self-effort in manual training. Here are some things that would 
be good to do : 



42 



OUTLINES OF MANUAL TRAINING 



1. Accumulate some tools; according to your means and need. Get. 
the best quality, but not the fanciest tools. 

2. Have a case or box, where the tools may be kept safely and orderly. 
Also have a place for nails, screws, glue, etc. 

3. A bench like those used in the manual training class would be 
a great convenience. But a cheaper one, which will serve all practical 
purposes, may be made from a solid plank and some pieces of board or 
scantling. A vice can be purchased at the hardware store for about 
$1.00. 

4. Only a small stock of lumber is needed. For small projects scraps 
of lumber which can be purchased at a carpenter shop for very little 
will serve just as well as large boards. 

5. Add to your equipment from time to time such tools as your work 
demands. Goss' "Wood Working." and Wheeler's "Wood Working for 
Beginners." are among the helpful books to read, describing how to d , 
tool work in wood. 



COMHON JOINTS. 



OUTLINE 18. 



PLATE 9. 




11. Half Blind or 

Common Morf.. «4Tfenon UB |i,,d,*.oK«^t«..ndTtao». ^J^S?)" 



15. Blind Housed 



SAN FRANCISCO PUBLIC SCHOOLS 
JOINTS— CONTINUED. 



OUTLINE 18. 



43 



PLATE 10. 




8 Keyed Tenon 



n 



9.Wedo*d 
T«non 



oM":ii 



M 

1 H •vtd?* (J lo. Draw- bored *nd Pinned 

Common fastenings for joints. 



Nailed Brace 



A BOARD=FOOT. 



OUTLINE 19. 



PLATE 11 



Thickness 



Scale, -^ = 1" 



4: <■ 



A board-foot = 144 sauare inches of If it is tfe thick, it containslfc. board-feet, 

board surface for less tnick. m .. . . 2.' • ~ - 2. •• - 

Example: A piece of board 12"xU'x1,or - •• •• 3' 5 

a\iz"x#.etc = a boar<H*oot. - •• •• 8" 8 ■■ «t 







/■ ■ f 


/ 


/] 


Z'*4\ 18" 

1 


Z'x 6*x IZ* 


/ 



f *.4~x3e" 



Each of these represents a board foot. 



Chapter IV, Mechanical Drawing. 

outline 20. KINDS OF LINES. plate 12. 



KINDS 

Full, light 
full, heavy 
Dot 

Short dash 
Long dash 
Arrow heads 
Dot-and-dash 



Blocking out . 

Outlines. Visible edges. 

Hidden edges. 

Connection. Extension 
Construction 

Measurements. 
Center lines. Axes. 



Some draughtsmen reverse the uses of the dot and"short dash" lines qiven above. 



OUTLINE 21 



LETTERING. 



PLATE 13. 



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ABCDEFGHIJKLMNOPQRSTUVWXYZ I234567890& 



SQUARE 



ABCDEFGHUKLriNDPgRSTUVWXYZ 123456709*, 

abcdefqhijklrnnapqrstuvwxyz 

OPEN. SHADED 

ABCDEFGHIJKLMNOPQRSTUVWXYZ & 
FRONT abcdefghijklmnopqrstuuuuxyz top uieuu 

1234587890 

modihed 

A/\BCOTptE;rGHh(W 
dbedefgtyjk^opqrsthvuJxyz abcdefgKijWiWpqrstuv'vvxvjr 1£3456 
I^a^nJuaL Tr^AiNfijsiG- "^k.t^ act" Sar{ fran, ci §co ; California . 



SAN FRANCISCO PUBLIC SCHOOLS 
DRAWING INSTRUMENTS. 



OUTLINE 22. 



45 



PLATE 14. 




Drawing board 



I\ 



JU&i 



Pen, 
Compasses 





Wedqe 

point Angles Combination 
of tnanqles. 



LINE PRACTICE. 



OUTLINE 23. 



PLATE 15. 



n O P <\ r 4 t 



I 



1. Kinds of lines 




Z.Tri angle practice 





■ 




c 


■ 




■ 


1 


k 



3. Parallel lines 




4. Blocking out and drawing in. 



4 6 



OUTLINE 24. 



OUTLINES OF MANUAL TRAINING 

APPLICATION OF LINES. 



PLATE 16 



COTTON SPOOL 

BASS WOOD 

«c*le,lV-f 



* 




i£ 



T^AKlK WATSOtf, 

CeMthaL ScHooL, Oct 3o,1902. 



OUTLINE 25 



PICTURING OF DETAILS. 



PLATE 17. 




+■-— 




rOi 



t^j 



^L^ 



1AL 



I, Broken view 



~tf~ 5ect.cn atCD [^X^^^^^V^l 

£. Section view 3. Grooves and notches 




4. Dimensions of arcs 

To be cut with auger,- diameter. 
other tools -radius. 5. Nails and screws. 



K 

H 

M 




c'rVv 



6. Chip carving, veininq 
and punching. 



SAN FRANCISCO PUBLIC SCHOOLS 47 

outline 26. DRAWING TO SCALE. plate is 




1 



1.Scale,f-i:(rull s.ze) Amcter.j9.37 m 





1 I * i 1 



10 millimeters (mm) 
■ 1 centimetencnt) 

10 centimeters 
• 1 deometer(dm) 

10 decimeters 
-1 meter (M) 



I 

.L 



3.Scale,lH"-1" 



Metric measure. Full size 



1 


2 


3. 


4 




5 


6 




7 




8 


9 


W 


lllllllll 


lllllllll 


lllllllll 


lllllllll 


null 


ii. 


lllllllll 


I I ill I 


Li J 


Hi 


Mill 


lllllllll 


lllllllll 



1 1 1 1 1 1 1 1 1 1 1 1 1 



1 1 1 1 1 1 1 1 1 1 1 1 1 



FN 



MTITITI 1 



TJTTTJTTTJTTTjr 



VIEWS AND RELATIONS OF VIEWS. 

OUTLINE 27. PLATE 19. 



1. Isometric 
perspective 




Z Anqular 
perspective 



a Parallel 

perspective 




T 



'/> 



E 






F 










-\\ 




Top view 

( Plan) 






i i 




>li"# 






A L i i 

| """l 1 









1 

1 








front view 

/Front \ 
\ elevation/ 


Side view 
Iside \ 
\ elevatwr 


r. 














4. Projection and relation of views. 5. 



4 8 



OUTLINES OF MANUAL TRAINING 



OUTLINE 28. 



SPECIMEN DRAWING. 

(Projects ia and ib. See Outline 10, page 34.) 



PLATE 20. 



TRELLIS 



irrh 



Sugar Pinc. Birch Oowt 
Scale. $>1* 



LADDER 



3 1 



= r 



Ltv 



»■»- '^« 



rh 



u 







i-V 



OUTLINE 28. 



SPECIMEN DRAWING. 

(Project 5A. See Outline 10, page 34.) 



PLATE 2 



COAT HANGER 

PINC. SCALE, FULL SIZE BROKEN VIEW. 




.^u j 1 1 m ■■^j^j^ 



OUTLINE 28. 



SAN FRANCISCO PUBLIC SCHOOLS 
SPECIMEN DRAWING. 

(Project 31B. See Outline 10, page 35.) 



49 



PLATE 22. 



L'J 



JL 



T-SQUARE 



CHERRV *nd MAPLE 



SCALE. V" 



20' 



© 



^ 




Suggestions for 
shape of beam 




Hf 



OUTLINE 28. 



SPECIMEN DRAWING 

(Project 52D. See Ou line 11, page 35.) 



PLATE 23. 




5 o OUTLINES OF MANUAL TRAINING 

SPECIMEN DRAWING. 

OUTLINE 28. (Project 76 a. See Outline u, page 36.) 



PLATE 24. 



FOOT STOOL 

SCAI£ %"*r 




:xw. \l 



Legs and brace, sycamore; top, redwood. 

To be upholstered and varnished, or shellaced, at home. 



OUTLINE 28. 



SPECIMEN DRAWING 

(Project 76B. See Outline 11, page 36.) 



PLATE 25. 



TEA POT STAND . gum ., cherry. 




M.J. Dcyie 



Chapter V* Geometric Construction, 

DIRECTION OF LINES. 



OUTLINE 29 



PLATE 26. 



Perpendicular 

(At nqht anqles) 
F/ 




C 4 

5 



Parallel 

(Same direction." 
V Enuidi 



Equidistant. 




Vertical 

(Upright) 



Intersecting 
(Cutting through. Meeting) 



Converqent 

( Drawinq together) 

Divergent 

(Spreading apart) 



OUTLINE 29. 



LINE CONSTRUCTION 



PLATE 27. 



, 1 

I 
\ 



-?\ B 



J^- 



/ 



tDTaw a line parallel 
to another line. 






yf First 

\^ method 

\ 



-B E- 



A 



\ Second 

method 
"V 

\ 

— tl r 



/ i \ 
r-M 



\ I Z. Draw a line perpendicular 

. , to another line. 

^-7 / / 



> 

3. Bisect a line. 

( Divide into two equal parts) 






4. Divide a line into any number 
of equal parts. 



52 



OUTLINES OF MANUAL TRAINING 
PLANE ANGLES. 



)UT 


LINE 30. 






PLATE 28 


^^ 










./Acute 

/^ (Sharp) 


0/ 

t 






Vertex side 


\ 


(A, 


Dimension of anqles 

-iqles a and b are adjacent) 


\ Obtuse 

\ (Dull) 


90* 

\ 




/ 45* 
/ 1 




Right 

/Ninety degrees,- 90° \ 
Sides perpendicular) 
\Square / 


/ 60° 

/ I 




S^ 30* 


Anqles 


most 


commonly used. 







DIVISION AND CONSTRUCTION OF ANQLES. 

OUTLINE 30. PLATE 29. 



A 
C 

A 3 




1. Bisect an angle 



% 



^.Trisect a riqht anqle. 
(Three equal parts) 



First 
v method 



\ 



\ Second 
\ \ method 



A B 



_ll 




5. Construct a riqht anqle at end of a line. 
(Also see'DraW a line perpendicular") 



-^Construct anqles of 
60^ 30* and 90°. 



SAN FRANCISCO PUBLIC SCHOOLS 
TRIANGLES. 



OUTLINE 31 



53 
PLATE 30. 




1. Construct an equilateral 
triangle. One side given 



Y ! | < X — — —1 

a /i i I . I i : ! \ /' 




l rind area of a tnanqle. 



3. The squares on the sides of a right 
triangle equal the square on 
its hypotenuse. 



CONSTRUCTION AND AREA OF TRIANGLES. 

OUTLINE 31. PLATE 3 




1. Right 

(One right angle) 



Acute Obtuse 

3. Isosceles 

(Equal legs) 




Acute Obtuae 

4 Scalene 

(Unequal legs and angles) 



54 



OUTLINE 32. 



OUTLINES OF MAMA J, TRAINING 
QUADRILATERALS. 



PLATE 32. 



Side. (Upper base. Top.) 




1. Parallelogram 

(Opposite sides equal. Opposite angles equal.) 




^.Square 

(Four equal sides. Four riqht dnqles) 



aRectangle 4.Trapezium 

(Oppsides equal. Riqhtanqles) (No two sides parallel) 



5. Trapezoid 

(Only two sides parallel) 



CONSTRUCTION and AREA OF QUADRILATERALS. 

OUTLINE 32. PLATE 33. 



























D 




\ 


c 


B^_ 


/ \ / 


\ 

\ 


r" 1 - — ^ ■ — 

/ \ 


\ 

B 

re. 


1. Construct a parallelogram. 
Length of aides and an angle given. 

A E B A 


truxtasqua 

Length of side given 
B 


1 






























\ 






























\ 
































\ 
































\ 




) 

3. 


c 
Find an 


f 
la of 


D E ( 

a parallelogram. 





SAN FRANCISCO PUBLIC SCHOOLS 55 

OUTLINE 33- CIRCLES. PLATE 34, 



<c5S nfer S?^\ Segment 




Dimensions 




Parts 



Concentric 

(One centre) 




Tangent 

(Touching) 



Anqle,-85° 



Bisect an arc and its chord. 



CONSTRUCTION OF CIRCLES. 

OUTLINE 33. PLATE 35 




B_ B 






I 

\ I 

I 



71 D 



- H 



I Draw a circle tangent to a z. Draw an arc or a circle 3. Inscribed circle, 
given line at a given point. tangent to a right angle. Circumscribed square. 




4. Inscribe a square; an equilateral triangle. «!>. Inscribe a circle in a triangle. 
Circumscribe a circle. 



56 



OUTLINE 34. 



OUTLINED OF MANUAL TRAINING 
REGULAR POLYGONS. 



PLATE 36. 




THE OCTAGON. 



OUTLINE 34. 



PLATE 37. 






/A\\ 




TN. 



X 



,c 

Geometric Practical 

1. In a square Diameter between sides qiven 
p D 




I 



4r 



/ 
C _A_ 



^ wf" 7/ ~\X I11 



15 




'/ 



A 




7h 

\ 



fc 





A $ B A 





2. On given side. 



Geometric 




C 

Practical 4 inscribed. 

3. Circumscribed. Diameter between sides qiven Diameter between angles qiven 






BAN FRANCISCO PUBLIC SCHOOLS 
CURVES AND SPIRALS. 



OUTLINE 35. 



57 



PLATE 38. 




Involute on a square. 



Constant (equable) spiral. 

(Spiral of Archimedes) 
AB,AB'.etc» radium vector. 
Pitch - V . 



Variable (geometric) spiral . 

^ Circle in centre is the eye') 



ELLIPSE AND OVAL. 



OUTLINE 35. 



PLATE 39. 




Pts 1,2, 3.4 .ire 

J cert res for 

Cum passes 




\<rf6=3 

T= thumb 
tack S-strmq 
Pts. T Z ,T* are 
the foci(focusesj 




D rests 

on diam.d on 
OiAM.C qiveicirc. 



1. With compasses -Approx. 2.. With stnnq- Exact. 3 With trammel 

Three methods of drawing the ellipse.iExample^fc *6 ) 





Example, an oval 3 x3* 

2»2M, the length if it 
— ' were to be an ellipse*.* 
shown by broken outline. 
Proceed as ;n ellipse No.1. 



1. Width qiven 



2.Lenqth and width qiven 



To draw an oval with compasses 



5» 



OUTLINE 36. 



OUTLINES OF MANUAL TRAINING 
SOLIDS. 



PLATE 40. 




Oblique prism Frustum of pyramid 



Surface of cone 



OUTLINE 36. 



THE CUBE. 



PLATE 41 




A five Inch cube(5\5"*5). Twenty-five cubic inches($x5xi"). 



Chapter VI. A Word to Teachers. 

OUTLINE 37. FEATURES OF THE WORK. 



1. The manual training work is based on the Swedish sloyd system, 
the useful model, logical sequence of exercises, self-help, ownership of 
work done, etc., being duly observed. 

2. Class instruction is given in all cases where it will economize 
the time of the class or the energy of the teacher. This is supplemented 
by individual instruction. 

3. Good clas> discipline is considered essential to the best intellectual 
discipline. Order in conduct, as well as in the care of tools and materials, 
is not neglected. 

4. The pupil's effort, as well as his product, is considered in deter- 
mining his standing. 

5. A system of daily, monthly and term reports, together with the 
co-operation of principals and teachers eoncerncil. unifies the work with 
that of the regular teacher. 

6. Manual training is required work, and enters into the promotion 
of pupils, as do other regular subjects. 

7. The series of models made by the pupils not only afford variety, 
but are subject to variation as to form, sequence, material, etc., as con- 
ditions may demand, subject to the teacher's approval. Originality and 
invention are encouraged. Instruction in esthetics naturally finds a 
place here. 

8. Supplementary work is provided for pupils who work rapidly or 
who have especially strong talent in this line. 

0. Working drawings with pencil and simple instruments are made 
by copying, from rapid sketches of the object, from dictation, and directly 
from the object. 

10. Talks on materials, tools, processes, etc., are given as incidental 
to the work. 

11. Specimens, devices, blackboard sketches, etc., are freely used to 
give increased interest and clearness. 

12. Effort is made to point out the relation of facts and principles 
met with in the work to other lines of study. Practical correlation of 
manual training with other subjects of the curriculum is highly valued. 



60 OUTLINES OF MANUAL TRAINING 

13. Class drills in drawing, care of equipment, rapidity in certain 
exercises, etc., are sometimes given. The question method is character- 
istic of the class discussions. 

14. Effort is made to encourage the co-operative spirit in its proper 
relation to the individual, by allowing pupils to use materials prepared by 
others, to assist one another on special occasions under the teacher's 
supervision, to combine their efforts in class pieces, etc. 

15. As yet, only seventh and eighth grade boys are provided for in 
the work. The plan contemplates its gradual introduction into the lower 
grades. 

16. Pupils receive one lesson each week, the seventh-grade lessons 
being one hour and a half in length and the eighth-grade lessons two 
hours. 

17. The classes vary in size from fifteen to twenty-six pupils. About 
1800 boys have taken the work during the year. 

18. The seven laboratories now used for the work are equipped with 
individual benches and tools, lockers for pupils' work, lumber racks, 
storage case, case of tools, etc. 

19. Each laboratory is centrally located with reference to a group 
of grammar schools. Certain of the smaller schools are farther away 
from these than is desirable. As soon as a few more laboratories can be 
equipped this disadvantage will be overcome. 

OUTLINE 38. CLASS HETHODS FOR 
INSTRUCTORS. 

1. Have a simple system of signals for directing the movements of 
the class. It is well to have all pupils seated at their places just after 
they enter the room, remaining so until the roll is marked and announce- 
ments are made. After this let them pass in regular order to the lockers 
for their unfinished work, pencils, paper, etc. Just before the class leaves 
the room they should again be quietly seated in their places. 

2. Order in conduct, in arrangement of tools and materials, and in 
working, economizes time, and is conducive to honesty. 

3. All items of instruction should be carefully thought out before 
presenting them to the class. Illustrations and demonstrations should be 
worked over by the teacher before he attempts to give them to the pupils, 
unless he is already thoroughly familiar with them. 

4. Eequire absolute attention on the part of pupils when giving 



SAN FBANCISCO PUBLIC s< I/OOLS 61 

instruction. It is well to have them lay down all work and assume an 
attentive attitude before beginning to give instruction to the class. 

5. Give class instruction where it will in the long run save time and 
your own energy. Certain things have to be told to all pupils; give class 
instruction in such cases. Where some members of the class are in ad- 
vance of others, or where a close view of the demonstration is necessary, 
give group instruction. Individual instruction should supplement the 
group and the class teaching. 

6. In giving class talks and demonstrations avoid dictation where 
pupils ean see or think for themselves. The question method should be 
largely employed. 

7. The laboratory is a noisy plain-, but talking between pupils is out 
of order except when it may be positively necessary in connection with the 
work in hand. In that case the rule should be. "As quiet and as short as 
possible." Standing permission for pupils to leave benches for materials 
and tools can be given only so long as the privilege is not abused. 

8. Keep a strict and complete record of work, conduct and attend- 
ance of all pupils. Get into closer personal touch with the delinquents. 

9. Give special attention to proper working positions. Do not allow 
pupils to contract the bad habits of sitting while .-awing, planing, filing. 
Stooping too far over their work. etc. 

10. Be careful in emphasizing the need of patience and accuracy that 
you do not teach pupils to ho -low and poky. On the other hand, many 
must be restrained from becoming reckless and fussy, as these are quite 
as bad as the contrary habits. 

11. Encourage pupils to observe ami read along industrial and me- 
chanical lines. Also interest them in adding to the illustrative material, 
project exhibits, etc., in the laboratory. Suggest some outside work for 
them to do, as that of preparing plans, reading about tools they are going 
to use, studying geometric problems such as those found elsewhere in 
this book, etc. 

12. Make good use of the manual training library, and keep in touch 
with the sources of professional progress. Pioneers in education must 
make advancement in their own special lines and cultivate familiar ac- 
quaintance with educational matters in general at the same time. 

13. "Features of the Work." on page 59, if read carefully, will be 
suggestive of other methods and matter for instruction. The brief out- 
line of "Talks and Demonstrations" for the different grades, on page 36. 
will also be helpful ; it is arranged to correspond to the tabulated outline 
of work on pages 34 to 36. 



62 OUTLINES OF MANUAL TRAINING 

OUTLINE 39. SUGGESTIONS AND INFORMA= 
TION FOR PRINCIPALS AND TEACHERS. 

1. This work is arranged by grades, as is other school work. All 
seventh and eighth grade boys are required to take manual training, 
unless excused by the Board of Education. Pupils who have good reasons 
for not taking the work should apply to the Board in writing, through the 
Supervisor of Manual Training. 

2. Please Bee to it that the boys start so as to arrive in advance of the 
hour for beginning work. It is especially necessary that the 10 :30 class 
be in the room before the general school is dismissed for recess, to avoid 
confusion and delay. 

3. It is not expected that pupils will be deprived of their manual 
training lesson as a punishment for misconduct in other departments of 
the school ; nor that they will be detained from any part of the lesson by 
special lessons or examinations. On the request or recommendation of 
the manual training teacher, boys may be deprived of the lesson as a 
punishment in the discipline of the manual training class. Such depri- 
vation should not continue more than one week, except with the per- 
mission of the Supervisor. 

4. You are requested to notify the manual training teacher promptly 
when any of your boys leave school, when they are transferred to other 
classes or other schools, or when they are marked discontinued from your 
roll for any cause. This is necessary to enable the manual training 
teacher to keep his attendance record properly. Besides, there may be 
boys on the waiting list who are entitled to enter the vacant places. 

5. Absence of a pupil from the manual training class involves a loss 
of 25 per cent of his monthly credits in each case, unless good and 
sufficient reason for such absence is shown. 

6. The monthly and term credits sent by the manual training teacher 
should be placed in the proper record book and on pupils' report cards. 
These marks help you to determine the fitness of pupils for promotion. 

7. Pupils absenting themselves from manual training, who have 
been present in school during the remainder of the same day, are 
expected to bring their excuses to the manual training teacher. Other 
excuses should be presented to the regular teacher, who should sign the 
manual training teacher's report accordingly. 

8. All bop entering your class should report for manual training 
at the next following lesson. Tf there is not room for them their names 



SAN FRANCISCO PUBLIC schools 63 

will be placed on the waiting list, and you will be notified as soon as there 
is room. 

9. Teachers are requested to read carefully and to follow the instruc- 
tions on the daily and monthly reports sent by the manual training 
teacher. 

10. Pupils should be encouraged to make use of knowledge gained in 
the manual training by applying it in other subjects, as in arithmetic, 
history, commercial geography, language and drawing. Especially should 
they be encouraged to observe, enquire about and describe arts and 
industries, the occupations carried on near the school, etc. 

OUTLINE 40. STRONG WORDS FROH STRONG 
MEN, ENDORSING MANUAL TRAINING. 

WHAT SOME PEOPLE SAY ABOUT IT— A FEW OF MANY 
OPINIONS THAT HAVE BEEN COLLECTED. 

I. SOME GREAT THINKERS. 

1. John Buskin : 

A boy cannot learn to take a straight shaving or drive a fine curve with- 
out learning a multitude of other matters which the life of man could 
not teach them. 

A man may hide himself from you, or misrepresent himself to you in 

every other way, but he cannot in his work. There to be sure you have 

him to the utmost. All that he likes, all that he sees, all that he can do, 

his affection, his perseverance, his impatience, his clumsiness, his clear- 

. everything is there. 

2. Thomas Carlyle— "Manual Training/' by C. H. Ham, p. 7.: 

Man is a tool-using animal. He can use tools, can devise tools; with 
these the granite mountains melt into light dust before him; he kneads 
iron as if it were soft paste : seas are his >mooth highway ; winds and fire 
his unwearying steeds. Nowhere do you find him without tools; without 
tools he is nothing, with tools he is all. 

3. Jean Jacques Rousseau — "Emile": 

If, instead of chaining a child to his books, I occupy him in a work- 
shop, his hands labor to the profit of his spirit, he becomes a philosopher, 
though he thinks he is only a workman. 

He must work like a peasant and think like a philospher, unless he is to 
be as worthless as a savage. The great secret of education is to make the 
exercises of the body and of the spirit serve each to relieve the other. 



64 OUTLINES OF MANUAL TRAINING 

4 Wendell Phillips— "Manual Training," by C. H. Ham, p. 202: 

Our system stop.- too short, and as a justice to boys and girls, as well 
as to society, it should see to it that those whose life is to be one of 
manual labor should be better trained for it. 

5. j s. Clark— Before Board of Trade, Philadelphia, June 6, 1881. 
"Manual Training," by C. H. Hani, p. 195: 

Just as soon as the public can clearly see that in the outcome of our 
public education there is no respecting of persons or of classes, that 
pupils are trained for honest labor with their hands as well as to living 
bv their wits, are taught to produce .something, to create values by the 
action of their brain through the work of their hands, a much deeper 
interest in public education will not only he manifested, but generous 
provisions for its support will be given. 
G. Charles II. Ham~"Manual Training," p. 169: 

A false proposition in the abstract may he rendered very alluring; a 
false proposition in the concrete Ls always hideous. One of the chief 
effects of manual training is, then, the discovery and development of 
truth. 

P. ISO. Without the aid of the schools, hut under the stimulating 
influence of mechanical investigation and work. Watt became an accom- 
plished and scientific man. 
1. General Francis A . Walker: 

There i> no place, or only ;i most uncomfortable one, for those boy* 
who are strong in perception, apt in manipulation, and correct in the 
interpretation of phenomena, hut who are not good at memorizing or 
rehearsing the opinions of others, or who. by their indifference or slow 
of speech, are unfitted for ordinary intellectual gymnastics. 
s. Can-oil I). Wright, United States Commissioner of Labor: 

Trade instruction, technical education, manual training — all these are 
efficient elements in the reduction of crime, because they all help to better 
and trier economic conditions. 
9. lie, try Wood— "The Political Economy of Natural Law," p. 279. 

An hour a day of manual training, with its precision and calculation, 
will do much to evolve true iiianliiic>> and self-reliance. To create or 
struct something tangible tends to inspire character. 






SAN FRANCISCO PUBLIC schools 65 

II. SOr\E PSYCHOLOGISTS AND UNIVERSITY PRESIDENTS. 

1. William James, Professor of Psychology, Harvard University — 

'Talks to Teachers," p. 35. 
The most colossal improvement which recent years have seen in 

secondary education lies in the introduction of the manual training 
schools; not because they will give us a people more handy and practical 
for domestic life and better skilled in trades, hut because they will give 
us citizens with an entirely different intellectual fibre. 

Laboratory work and shop work engender a habit of observation. Tiny 
confer precision; because, if you are doing a thing, you must do it 
definitely right or definitely wrong. They give honesty; for, when you 
express yourself by making things, and not by using words, it becomes 
impossible to dissimulate your vagueness or ignorance by ambiguity. They 
beget a habit of self-reliance: they keep the interest and attention always 
cheerfully engaged, and reduce the teacher's disciplinary functions to a 
minimum. 

Manual training methods, fortunately, are being slowly but surely 
introduced into all our large cities. 

2. John Dewey, Professor of Pedagogy, University of Chicago — "The 

School and Society,"' p. 121. 

We have found that hand-work, in large variety and amount, is the 
most easy and natural method of keeping up the same attitude of the 
child in and out of school. The child gets the largest part of his 
acquisitions through his bodily activities, until he learns to work system- 
atically with the intellect. That is the purpose of this work in the school, 
to direct these activities, to systematize and organize them. 30 that they 
-hall not be as haphazard and a.- wandering as they are outside of school. 
The various kinds of work, carpentry, cooking, sewing and weaving, are 
selected as involving different kinds of skill, and demanding different 
types of intellectual attitude on the part of the child, and because they 
represent some of the most important activities of the everyday outside 
world. 

••Place of Manual Training in the Elementary Course of Study." Man- 
ual Training Magazine, July, 1901. 

No one longer doubts the thorough training of hand and eye, and — 
what is of greater importance — of the hand and eye co-ordination, which 
1- gained through these agencies (manual training work of different 
kinds). Recent psychology ha- made it unnecessary any longer to argue 
the fact that this training of hand and eye i- also directly and indirectly 



66 OUTLINES OF MANUAL TBAININQ 

a training of attention, constructive and reproductive imagination, and 
power of judgment. The manual training movement has been greatly fa- 
cilitated by its happy coincidence with the growing importance attached 
in psychological theory to the motor element. The old emphasis upon the 
strictly intellectual elements, sensations and ideas has given way to the 
recognition that a motor factor is so closely bound up with the entire 
mental development that the latter cannot be intelligently discussed apart 
from the former, (p. 194.) 

The saw, hammer and plane, the wood and clay, the needle and cloth, 
and the processes by which these are manipulated, are not ends in them- 
selves; they are rather agencies through which the child may be initiated 
into the typical problems which require human effort, into the laws of hu- 
man production and achievement, and into the methods by which man 
gains control of nature, and makes good in life his ideal.-, (p. 198.) 

In number work it (the relation of manual training) cannot even be 
said to be more indirect (than its relation to other studies mentioned 
where it has been shown to have direct relation). Measurement, the ap- 
plication of number to limit form and arrange matters of shape and size, 
is a necessity. The child not only gets expertness in recognizing and 
handling certain number facts and relations, but. what is even more im- 
portant, he gets a "number sense;" he gets to be aware of the use and 
meaning of number; it becomes a reality to him, so that there is a vital 
motive in his own experience for pursuing it farther, (p. 199.) 
3. M. V. O'Shea, Professor of Psychology, University of Wisconsin — 
"Some Aspects of Manual Training/' Manual Training Magazine, 
January, 1900. 

But the moment the child can find nothing to do, thinking is apt to 
cease; and the younger he is the more is this true. Cerebral energy pre- 
vented from issuing in productive motor channels seems to run riot; ideas 
become scattered, inchoate, insecure; not co-ordinated toward definite 
ends. (p. 61.) 

The motif of thinking must be the accomplishment of motor tasks, not 
wholly, but largely. . . . The general principle obtains that the 
mental faculties take their rise by reason of the necessity of guiding motor 
reactions, and especially in directing the hands. Perception and memory 
and judgment grow keen and accurate in the measure that they are re- 
quired to accomplish ends which call motor activities into play. So, in 
our educational .work in the first years manual training should be promi- 
nent. The child must have work to do, tasks to perform that emplov the 
LofC. 



SAN FRANCISCO PUBLIC SCHOOLS 67 

hands; and then the ideas essential to accomplish the purpose in view will 
become definite, they will become organized, they will be made permanent, 
(p. 66.) 

The only really effective thinking of the type we are considering is that 
which is concerned in making things really work; and it seems to me man- 
ual training possesses superior virtues in giving the mind that definite- 
ness, that power of detecting true relationships in the world about us, 
which, it is needless to say, is the most essential quality for harmonious 
adaptation to environment, (p. 67.) 
"Manual Training," The World Review, February S, 1902. 

It (manual training) should come just as regularly in the program as 
arithmetic or geography. There should be an exercise every day, and as 
far as possible the work should be organized around this as a core or cen- 
ter, and this will not lessen the amount that can be accomplished in other 
subjects. 

4. Edward W. Scripture, Director Psychological Laboratory, Yale U. — 

"Manual Training and Mental Development, M Manual Training 
Magazine, October. 1899, p. 25. 

1. Manual training develop- the intellectual side of the mind as noth- 
ing else can. 

2. Manual training develops character as nothing else can. 

3. Manual training furnishes the pupil with real knowledge ; it teaches 
him something. The laboratory method — the method of learning by do- 
ing — is after all the only method of learning anything, whether it be 
drawing, or (J reek, or chemistry, or mathematics. The attempt to commit 
facts to memory by reading books is hopeless. What is memorized in this 
way fades in a short time. Leaving little or no trace. 

5. President a. Stanley Hull, Clark University — "The Ideal School as 

Based on Child Study/' X. E. A., duly. L901. Manual Training 

Magazine, January, 1902. 

The hand in a Bense i> never so near the brain as now (at the age of 

• •lght to fourteen years) ; knowledge never so strongly tends to become 

practical; muscular development never so conditions mental. Muscle 

training of every kind, from play up to manual work, must now be given. 

6. President Charles 11'. Eliot, Harvard University — Discussing "Status 

of Education at the Close of the Century," at the X. E. A., 1900. 
(Proceedings, p. 198.) 
In the city all this natural training is lacking, and substitutes for it 
have to be artificially provided. This necessity has brought into our 



68 OUTLINES OF MANUAL TRAINING 

schools nature study and manual training, to teach the child to use its eye? 
and its hands, and to develop its senses and its muscular powers; and 
these new beneficent agencies in education, already well in play, are in the 
near future to go far beyond any stage at present reached. 

Writing, October 2, 1900, President Eliot says : 

I should like to see some form of manual training made part of the edu- 
cation of every boy who is to come to college. It not only trains the eye 
and the hand, but develops the habit of accuracy and thoroughness in any 
kind of work. Moreover, it develops the mental faculties of some boys 
better than books do. 
7. President David Starr Jordan, Stanford University, April 29, 1902. 

I believe that manual training has a very legitimate place in education 
of all kinds. The purpose of this work is to give the brain command of 
the nerves and muscles that control the hands. It does not aim to teach 
the trades, but to give a portion of that full control of one's powers which 
is a large part of the work of education. Its results are primarily intel- 
lectual, and it gives a power that can not be attained in any other way. 
If it is properly handled, it is quite as important as any other subject in 
I he curriculum. Manual Training and Nature Study afford the only sub- 
stitutes the .city boy can have for the all-round ability to do things, which 
is the heritage of the boy brought up on a farm. 
s. President Daniel C. (HI num. National University at Washington. 

Manual training is an essential part of a good education, whether that 
education is restricted to the common school or carried on to the highest 
discipline of technical schools and universities. 

\K President William R. Harper, University of Chicago, October 11. 
1900. 

I am glad to say that our experience in the schools connected with Uni- 
versity of Chicago leads me to the conclusion that manual training in due 
proportion in the elementary and secondary schools gives breadth and 

power which become an effective means in higher education 

Other things being equal, every young man and young woman is the bet- 
ter fitted for the higher work of the university for having trained hands, 
and the power to plan and execute which comes through manual training 
10. President A. S. Draper, University of Illinois. 

I have long been of the opinion that our educational work should give 
much larger recognition to industrial or manual training. I think this 
remark applies to all of our work, from the primary to the university. I 
do not think that manual training is incompatible with intellectual de- 
velopment, but, on the contrary, that it promotes and supports healthful 



SAN FRANCISCO PUBLIC schools 69 

mental growth. I think it contributes to versatility, to contentment, to 
rational and productive living, and so to good citizenship; and according- 
ly that it should be recognized and helped on by all who have any inter- 
ests in popular education, and particularly by all who have any share in 
the management of the public educational system of the country. 

11. President William DeWitt Hyde, Bowdoin College-r-"The End of 

Education/' Connecticut State Teachers' Association, October, 
1900. Manual Training Magazine, January, 1901. 

The problem of elementary education, therefore, is to prepare these 
children, who are to be the workingmen and workingwomen, to know the 
best in the world and to gel their share of it and to give their best through 
their work in exchange. Now, what i< to he the nature of their work? 
It is chiefly the production of material things. Hence, since so much of 
their life will deal with material objects, the manipulation of these objects 
by hand and eye is one of the first elements of training which these chil- 
dren who are to be workers should receive. (p. 109.) 

Manual training brings out steadiness, persistence, patience, precision, 
thoroughness; virtues which real book-learning seldom imparts, but on 
which its excellence depends. The greai majority of school and college 
graduates who have had neither industrial nor artistic training manifest 
an impatience in the presence of petty obstacles, an irritability at delay 
and discouragement, a disinclination to the drudgery of which every use- 
ful life must be full. Manual training, with its severe standards of neat- 
ness, accuracy, form and finishj with its progress t<> more and more ob- 
stinate material, should follow the kindergarten, and give to the city youth 
such equivalents as it can for chores and jobs, the tasks and risks of the 
young farmer, hunter, forester and fisherman. It gives dignity to the 
work which the great majority of these children must do in after life. 
S< wing and cooking and household arts for girls are equally essential, if 
they are t«) grow up into anything better than anemic, incompetent, su- 
perfluous competitors for a bare subsistence in half a dozen over-crowded 
lines of "genteel" employment, (p. 110.) 

12. President Charles Kendall Adams. University of Wisconsin — Wis- 

consin Teachers' Association, December, 1899. Manual Training 

Magazine. April, 1900. 
On Thursday, President Charles Kendall Adams, of the State Univer- 
sity, presented to the Grade Section the report of a committee appointed 
"to consider the advisability of shortening and enriching the course of 
study in the grad< s." The second recommendation of this report was: 



7o OUTLINES OF MANUAL TRAINING 

2. Modify it by- "judicial excisions and the substitution of a better and 
larger amount, of linguistic study, and perhaps geometry and algebra, and 
the more general introduction of manual training." (p. 149.) 

At another time, in the same association, President Adams said: 

At the Menomonie school boys and girls are taken from the grammar 
school into the manual training department for an hour a day without in 
any way detracting from the amount or quality of their lessons in the reg- 
ular program. The testimony is uniform that the pupils all look forward 
to the hour with pleasure, and it is hard to see how any one can observe 
what they accomplish without perceiving that the hour must be as profit- 
able as pleasurable, (p. 120.) 

13. President Nicholas Murray Butler, Columbia University— "The Ar- 
gument for Manual Training," an address before the American 
Institute of Instruct ion, Newport, E. I., July 12, 1888. E. L. 
Kellogg & Co'. 

It is objected that manual training is not mental training, but simply 
the development of skill in the use of certain implements. This is bad 
common sense and worse psychology. Manual training is mental train- 
ing through the hand and eye, just as the study of history is mental train- 
ing through the memory and other powers. There is something incon- 
gruous and almost paradoxical in the fact that while education is profes- 
sedly based upon psychology, and psychology has ever since Locke been 
emphasizing the importance of the senses in the development of mental 
activity, nevertheless sense-training is accorded but a narrow corner in 
the schoolroom and even that grudgingly. Industrial education is a pro- 
test against this mental oligarchy, the rule of a few faculties, (p. 12.) 

It (manual training) would have them draw. sew. cut, saw and plane 
in order to appeal to the faculties now so neglected. The executive faculty 
will be trained by the handling of material and applying it to specific pur- 
poses without waste or loss of time. The judgment and the faculty of 
careful and accurate observation will be continually exercised in the pro- 
cess, (p. 20.) 

The advocates of manual training come forward and demonstrate that 
their scheme of instruction will adequately and properly train the powers 
of expression. The powers of expression by delineation and construction 
are trained by the reciprocal instruction in drawing and in constructive 
work. It is proved that the boy who can draw a cube or lie who can carve 



SAN FRANCISCO PUBLIC SCHOOLS 71 

or mold one from wood or clay, knows more that is worth knowing about 
the cube than he who can merely repeat its geometrical defini- 
tion, (p. 161.) 

The school is to lay the foundation for intelligent citizenship, and as 
the conditions of intelligent citizenship change with the advance of civili- 
zation, the course of study must change in order to adapt itself to these 
new conditions. . . . Common school education in the United States in 
these closing years of the nineteenth century has broadened its ideal yet 
further (than Greek education, the Renaissance education, or even modern 
literary and scientific education), and is now demanding that the pupil 
be so trained that the great, busy life of which he is so soon to form a part 
be not altogether strange to him when he enters it. It demands practi- 
cality. It demands reality. It demands that the observation, the judg- 
ment and the executive faculty be trained at school as well as the memory 
and the reason. Despite the fact that the three former are the most im- 
portant faculties that the human mind possesses, it is astonishing how 
completely they are overlooked in the ordinary course of study, (p. 18.) 

Because of this psychological and practical soundness of manual train- 
ing, the argument in it- favor calls for the remodeling of the present cur- 
riculum. Manual training cannot be added as an appendix to any other 
study ; it must enter on a plane with the rest. It does not ask admittance 
as a favor; it demands it as a right, (p. 16.) 

The movement which would place manual training in the school course 
has commended itself to the ablest and most thoughtful educators all over 
the world. I do not recall a single name of the first rank that is in oppo- 
sition. Huxley and Magnus in England, Sluys in Belgium. Breal and 
Salicia in France, Salomon in Sweden. Paulsen and Goetze in Germany, 
Hannak in Austria, Seidel in Switzerland, and Gabriclli and Borgna in 
Italy, are leading the thought of their respective countries on this sub- 
ject, (p. 23.) 

A movement at once so philosophic and so far-reaching as that in favor 
of manual training has not come into educational thought since Comenius 
burst the bonds of medievalism two and a half centuries ago. It is the 
educational question of the time. Other matter- are important as affect- 
ing administration, organization, methods of teaching and other details — 
all having to do with applications of principle, hut the manual training 
movement Is a principle itself, (p. 24.) 



72 OUTLINES OF MANUAL TRAINING 

III. SOriE CITY SUPERINTENDENTS. 

1. Superintendent Charles B. Gilbert, Rochester, N. Y. — Discussing 

"The Relation of Manual Training to Trade Instruction," at the 
N. E. A.. July 8-12, 1901. Manual Training Magazine, Octo- 
ber, 1901, page 45. 
I think every boy and girl, even those going to classical colleges, should 
have an opportunity to take at least some of the manual training work. 
Under date of September 8(>, 1901, Mr. Gilbert writes from Rochester: 
We are just now introducing Manual Training hens employing special 
teachers under a supervisor and starting in all grades from the fifth to the 
ninth inclusive. 

2. Superintendent F. II . Beede, New Haven, Conn., writes under date of 

October 10, 1901 : 
. This work (manual training) is very successful throughout the city. 
Pupils are always interested in it and the effect of it upon the schools is 
good. 

3. Superintendent Edwin I'. Seaver, Boston Mass. — Quoted in 64th An- 

nual Report of the Superintendent of Public Instruction, 1890, 

page 47 of reprint : 
There are those who doubt the educative value of manual training. Let 
any such person spend a few hours in a good manual training school, ob- 
serving the boys at their work and questioning them about it, and if his 
doubts about the educative value of manual training do not vanish it will 
'be because he measures educative value by standards not in common use. 

4. Superintendent Edwin G. Cooley, Chicago, 111. — "The Gospel of 

Work;' V E. A., 1901, page 201. 
If we can arouse in our young people the instinct of workmanship 
through our manual training and other constructive work, if we can make 
them feel that labor well done is noble, much of the irksomeness will dis- 
appear. If our young people can be made to feel the moral obligation 
upon every member of society to work — to produce something — they will 
be better citizens. 

5. Sperintendent Samuel Andrews, Pittsburg, Pa. — Annual Reports 

July 1, 1900 
Manual training is not merely hand-training, it is rather correcting 
that partial mind-training from the mental side which has grown up 
through the ages, by adding to it the mind-training from the physical 
side. 



SAN FRANCISCO PUBLIC SCHOOLS 73 

(5. Former Superintendent James MacAlister, Philadelphia, Pa. — Amer- 
ican [nstituteof Instruction. Saratoga, \. Y., July 13, 1882. 

We must not close our eves to the fact that by far the larger number of 
men in every civilized community are workers to whom a skilled hand is 
quite as important as a well filled head. . . . It is the hand that en- 
ables the mind to realize in a thousand ways its highest imaginings, its 
profoundest reasonings, and it- most practical inventions. 

On another occasion Dr. MacAlister testified that in the Philadelphia 
.Manual Training School students learn in the three years' course of the 
institution as much of history, English and Literature, German and book- 
keeping as others (Id in other parallel high school courses; and ;i great 
deal more of science and mathematics, including geology, physics, chem- 
istry, physiology, mechanic-, steam engineering, applied electricity, geom- 
etry, algebra and trigonometry, in addition to drawing, designing and 
modeling, and the regular courses in joinery, pattern-making, wood-turn- 
ing, wood-carving, modeling, forging, soldering, molding and casting. 
vise-work and mechanical construction. 
?. Superintendent ('. F. Carroll, Worcester, Mm—. 

What we most regrel is that some of those who are heard the oftenest 
upon educational questions have not yet caught the .significance of the 
doctrine that manual training is, from the beginning, an indispensable 
part of a liberal education. 

8. Superintendent James 11 . Van Sickle, Baltimore — "Manual Training 
for the Ordinary High School." X. E. A., July, 1900. 

From a social standpoint all should have equal opportunities for man- 
ual training. The boy who studies Greek and who is going to college has 
as much need, physiologically and psychologically, of this training as has 
the boy who must early earn hia own living, and society is equally con- 
cerned with both eases. Those not manually trained cannot appreciate 
the thought and skill that enter into the material things contributing to 
our comfort. . . . The separation into classes has gone far. The 
public school should not encourage this separation. It should be a unify- 
ing force. 

"Is the Curriculum Overcrowded?" X. E. A.. July, 1901. 

A curriculum is not necessarily crowded because it contains many sub- 
jects. It is not expected that each child Bhould masteT everything men- 
tioned in the course of study, lb 1 takes what he is capable of assimilat- 
ing and no more. The old curriculum was overcrowded with things not 
worth remembering: the new is none too broad to meet varying n& 



74 OUTLINED OF MANUAL TRAINING 

It is what it is by reason of public demand, and rightly used, it is not 
overcrowded. Manual training, drawing, music, gymnastics and ele- 
mentary science are properly becoming a part of the general fabric of 
school work. 

9. Superintendent Thomas M. Balliet, Springfield, Mass. — "Some New 
Aspects of Educational Thought." American Association for Ad- 
vancement of Science. Vol. 48, 1899, p. 486. 

The demand for a more practical education than either the secondary 
schools or the colleges have given in the pasl does not spring wholly from 
mercenary motives, but is prompted by a true educational instinct, and to 
appreciate it fully we must revise our theories of educational values. 
Hitherto in all discussions of such values no account has been taken of 
the question as to whether the education of the school is afterward con- 
tinued by the conditions of life, and yet this is a fundamental question. 
A study may have a very high educational value as a mere mental disci- 
pline while it is being taught in the school, but may not connect directly 
\\ ith anything which comes in the after life of the student, and so has, on 
the whole, a lower educational value than another study which furnishes 
less discipline in school, but connects with the after life of the student 
in such a way that the development which it begins is continued through 
life. 

It is a fatal error to assume, as is not infrequently done, that because 
;i particular study lias a high practical value it must necessarily have a 
low disciplinary value. The truth is quite the opposite; viewed by its ef- 
fect on the entire life of the individual, the most practical study, as a gen- 
eral rule, lias the highest educational value. Educational thought has 
distinctly broadened by a recognition, even if only partial, of this fact. 

"Manual Training — It.- Educational Value." Address before the Mass- 
achusetts Teachers' Association, November 30, 1895. 

The nascent period for developing the various forms of manual skill 
is roughly estimated to extend from the age of about four to the age of 
about fourteen. During this period the brain centers which preside over 
the muscular movements of the hand develop into functional activity, and 
can attain a degree of efficiency, if properly trained, which it is impossi- 
ble for them to reach at any later period in life. In this fact is found 
the weightiest reason for connecting manual training not only with high 
schools, but also with the grades below the high school. If a boy cannot 
receive such training in school, he must either miss his opportunity for 



SAN FRANCISCO PUBLIC SCHOOLS 75 

getting it during the period when he can develop the highest degree of 
skill, or must leave school before the age of fourteen and neglect the ed- 
ucation which conies from hooks. . . . 

What does manual training accomplish in the way of developing moral 
character? (Seven points are discussed. Only three quoted here.) 

1. It develops respect for manual labor in the minds of young people 
and helps to eradicate the vicious notion that selling goods over a coun- 
ter at $5 a week is more genteel than laying bricks at $3 a day. 

2. Whilst the manual training school does not aim to teach a boy a 
trade, it gives him a training which will enable him at once, on leaving 
school, to earn from $1 to $2 a day and thus become self-dependent. I 
believe that few things in a boy's life appeal more deeply to his manhood 
than this feeling of self-dependence; and 1 fail to see why the earning of 
an honest dollar by a hoy, purely for the sake of the dollar, should be 
more sordid than the begging of an unearned dollar from his father, or 
the depending on his father for all the dollars he needs for his support 
without furnishing any equivalent for them. 

3. Manual training creates sympathy for the laborer in those who do 
not earn their livelihood by manual labor. It establishes a bond of sym- 
pathy between laborers and employers of labor. If the future employer 
of labor takes a course in manual training as a boy, be will not only have 
more respect for his employes, but. having performed difficult manual 
work himself, he knows what it means to earn one's bread in the sweat 
of his brow. 

10. Superintendent W. X. Hailmann, Dayton, Ohio — "Educational As- 
pects of Manual Training." "Pedagogical Quarterly," Vol. 1. 
Xo. 4. 
Manual activity is essential to mental development, both inward and 
outward. As the seat of the sense of touch and of the more delicate 
phases of the muscular Bense, the hand is man's principal dependence in 
the exploration of his objective world, in discovery and experiment. . . 
Sense-perception can be lifted into ideas only with the aid of manual 
activity in work. Indeed, the hand is ever a most profitable 
servant. It pays him whom it serves. It not only performs the 
required tasks by gathering increased stores of skill, but it brings at the 
same time to its master new information, increased clearness and power of 
thought, increased directness and scope of will. ... It appears that 
the efforts of the mind to control and guide the hand in these matters 
(manual experiences) are repaid an hundred fold, not only in clearer in- 



76 OUTLINES OF MANUAL TRAINING 

sight into all the details of form and composition, of properties and rela- 
tionships of the materials used and of the objects turned out, but also in 
nobler aspirations, higher hopes, greater firmness of purpose, calmer self- 
reliance and a nearer approach to all-sided freedom. And it appears, too, 
that these things can come to man only through the activity of the hand 
in work and play. 

The traditional school, that has not yet been touched by the common 
sense and common goodness, by the deeper insight and higher purpose of 
the kindergarten, puts an end to this full-life in the development of the 
child. It seals more or less hermetically the sources of the vitalizing 
stream that was meant to feed the child's soul with fresh, sparkling waters 
of personal experience and personal purpose. It dams the m6uth of the 
stream which in its outward flow was meant to lead the child's life into 
the life of his community and, through this, into the life of his race. 
And then — it dribbles into the captive soul in measured drops the stale 
waters of a spiritless conventionalism, of a distant past and of far-away 
environments, inaccessible except by paths hewn out by personal ex- 
perience. 

What wonder if the children learn little, and this little so slowly and 
painfully. What wonder if what they do learn lacks the warmth of life 
and is of little value to them in the concerns of practical life. 

This is the situation which the so-called new education would change. 
It would keep the sources of fresh, inflowing experience open and bring 
in new tributaries. It would widen and deepen the mouths of the child's 
individual life-stream and lead it into the mightier current of true citi- 
zenship, an effective and efficient contribution to its beneficent flood. 



Manual training in scope and method, however, is broader and goes 
deeper than mere industrial training. It does not add new burdens to the 
school; it removes burdens. Tt enables the child to gain the knowledge 
represented in current subjects of instruction in a manner suited to his 
tastes, interests and powers; to live himself, as it were, into this knowl- 
edge in an active, ideal, efficient child-life in which he is upheld by the 
constant joy of success, the steady glow of the sense of growing power and 
usefulness. . . . Tt is a fact that manual training affects a notable 
gain of interest and power of assimilation and retention in all studies, 
and, consequently, an equally notable saving in time and effort on the stu- 
dent's part in the accomplishment of his tasks. (This last sentence is from 
Superintendent Hailmann's address before the X. E. A., July, 1899, on 



SAN FRANCISCO PUBLIC SCHOOLS 77 

"The Place and Development of Purpose in Education.") . . . The 
school, they say, is already overburdened with subjects of instruction. The 
futility of this objection will become apparent, when we consider that the 
manifest overburdening of the school is due, not to the subjects of instruc- 
tion, but to the prevalent artificial and lifeless methods of instruction 
which fail to appeal to the pupil's natural interests, overload his memory 
at the expense of his judgment, and, by dwarfing his powers of self-ex- 
pression, lead him to indolence and inefneciency. . . . We shall then 
appreciate the cogency of the universal testimony that such manual train- 
ing, wherever it has been seriously established, far from adding burdens 
to the school, relieves of burdens, reduces failures to a minimum, saves 
time, intensifies thoroughness and raises toward its maximum the spirit- 
ually and materially practical value of the school. . . . Such results 
(referring directly to the assertions of Dr. MacAlister — No. 6 above) 
seem almost incredible to one unfamiliar with the laws of mental devel- 
opment, or to a mind whose powers of perception in this direction have be- 
come clouded by the misty scholastic medievalism of the traditional 
school. In the light of modern psychology and child-study, however, the 
solution of the matter offers no serious difficulties. . . . 

Knowledge gained thus (through constructive work) and used thus for 
some living purpose is never forgotten. It is directly applicable to the 
requirements of practical life. It prepares for efficiency in life out of 
school and after school, by the very atmosphere and habit of efficiency it 
establishes in school. It is practical- — eternally so — at every point. 

Such manual training prepares the child most satisfactorily for any 
subsequent work in the various departments of advanced education. 
Whether he enter the classical or the scientific, the commercial or the 
technical department of the high school, he will carry there with him the 
habits of patient research, of rational thinking, of solid judgment, of 
creative fervor, of mobile skill and calm self-reliance — in short, of all- 
sided efficiency, which no other training can give him. And by these alone 
can he climb to mastership in life. 

IV. SOHE OTHER PROMINENT EDUCATORS. 

1. President Capen t Boston School Committee. 

Xothing else (than manual training) has such power to soften, refine 
and humanize rude girls and boys, to lead them to respect others, and to 
bring out those qualities which will lead them in turn to be respected. " 

Its value as a disciplinary, as well as an educational force, has 
not been over-estimated. 



7 8 OUTLINES OF MANUAL TRAINING 

2. Principal Gilbert B. Morrison, Manual Training High School, Kan- 

sas City, Mo. N. E. A., July, 1899, p. 606. 
The objects of manual training in schools is two fold : first, to stimulate 
and nourish the growth of faculty; and second, to place the pupil into 
correct relations with labor. 

3. President Henry S. Pritchett, Massachusetts Institute of Technology 

— "Industrial and Technical Training." Educational Review, 

March, 1902, p. 299. 
It will be a bad day for our institutions when those who work with their 
hands come to feel that they have any smaller interest in our common 
schools than have any other class of citizens. 

4. C. R. Richards, Director of Manual Training, Teachers' College, Co- 

lumbia University — "Handwork in the Primary School," N. E. A., 

July, 1901, p. 100. 

The problem of the elementary school to-day is, I conceive, to make 

the life of the school more real ; more an epitome of the kind of thinking, 

feeling and doing that obtains in real life ; more a reflection of the actual 

life outside of the school walls. . . . 

If the question were "How early should handwork be made a part of 
school work ?" I should answer most emphatically, "At the beginning." 

5. B. A. Lenjest, Principal Manual Training High School, Waltham. 

Mass., N. E. A., July 1900, p. 499. 
But even as education was the bed-rock of the republic, an extension of 
its scope to include a training in and appreciation of the manual arts will, 
on the one side, give the capitalist of the next generation a sympathy 
never before attained, while the wage earner, through the inter-relation of 
manual and liberal studies, will put himself in the other's place. I be- 
lieve that a carefully arranged course in manual arts and liberal studies 
is to be the most potent weapon available to break down the barrier be- 
tween the masses and the classes, and insure the future welfare of the re- 
public. 

6. Felix Adler, Principal Ethical Culture Schools, New York City — 

"Moral Instruction of Children," p. 269. 
Let manual training, therefore, be introduced into the common schools ; 
let the son of the rich man learn side by side with the son of the poor 
man, to labor with his hands; let him thus practically learn to respect 
labor; let him learn to understand what the dignity of manual labor 
really means, and the two classes of society, united at the root, will never 
thereafter entirely grow asunder. 



UN FRANCISCO PUBLIC SCHOOLS 79 

7. Colonel Francis W. Parker, President of Chicago Institute, N. E. A., 
July, 1901, p. 269. 

Manual training is not for external uses, but for internal development. 
It is better and will be better for the children when the youngest of them 
can have the benefit of the right kind of manual training. ... I 
never saw a child that did not like manual training. Boys and girls like 
it alike. . . . When education penetrates the home and when the 
home penetrates the school, then things move on. 

"Talks on Pedagogics," 189— 

Education is self-effort in the direction of educative work. It is im- 
possible to do all-sided educative work without training in hand-work. 
Manual training is the most important factor in primary education, and 
it remains a prominent factor in all education, (p. 254.) 

Making, or manual training, has done more for the human race than 
the exercise of any, if not all, of the other modes of expression. It is ab- 
solutely indispensable to normal physical development; it has had a 
mighty influence upon brain building ; it has cultivated ethics as a basis 
of all moral growth, (p. 253.) 

A brief analysis of making may be stated as follows: (1) The arousing 
r.f motive by means of necessity; (2) the concentration of thought in an 
individual concept to be expressed; (3) the steady exercise of the will in 
continued acts necessary for the externalization of the individual con- 
cept; (4) the physical exercise of the use of the whole body in executing 
the demands of the will; (5) the continual criticism necessary for the 
exact adaptation of the object to its function. ... In fact, making 
is the natural beginning and foundation of all the conceptive modes of 
expression. It is nature's primary method of human growth, laying and 
building a sure foundation for higher action, (p. 236.) 

Compare the boy who steps from school with the ability to read a little, 
to cipher fairly well and to write legibly, but who has never learned to 
work, with one who has formed habits of work, who has learned to observe, 
whose curiosity is whetted, who has acquired something of manual dex- 
terity, and is controlled by a deep love for expressing thought with his 
hands. The boy with the words, number-tables and penmanship may 
read himself to ruin, write himself to Canada, or cipher himself to perdi- 
tion, while the boy who loves work and knows how to work will be apt to 
educate himself, and at the same time give society the benefit of a life 
of hard and useful labor, (p. 256.) 

There is really no conflict between manual training and the so-called 



80 OUTLINES OF MANUAL TRAINING 

fundamental studies. The energy and vigor, moral, mental and physical, 
acquired in manual training may be carried into all studies. Education 
is not so much a matter of time as of quality. In manual training there 
are the best lessons imaginable in form, geometry and practical arithme- 
tic. Manual training is primary logic, so much needed in speech and 
writing. Manual training trains the will by persistent effort, stimu- 
lates the critical faculty and, above all, develops ethical motive, (p. 256.) 

8. Gustaf Larsson, Principal of the Sloyd Training School, Boston. 

"Sloyd Bulletin," June, 1901. 
Many of our strongest and wisest men owe their ability and prosperity 
to the rigorous nurture of their early homes, to the fact that useful man- 
ual occupations were their birthright. These occupations were not only 
of the most rigorous and healthful kind, which ealled for a high degree of 
intelligence and forethought, but they were also of a character to 
strengthen the moral nature through the development of usefulness and 
helpfulness to others. A community that furnished such an opportunity 
had, as I have said, less need of manual training in itS schools than the 
people of to-day ; for now conditions of living are so changed that bodily 
activity, of the sort I have mentioned, rarely exists in the home. Cheap 
machine-made goods take the place of hand-wrought articles. Hand 
work, even upon the farm, is reduced to the minimum ; while in the city, 
its place is largely usurped by labor-saving inventions. As a natural con- 
sequence, our boys and girls suffer; they suffer for the training which 
quickened the senses, which gave true eyes, steady nerves and hands, as 
well as strong muscles and which also developed that sense of responsibil- 
ity, self-respect and independence which is the outcome of work recog- 
nized by children as useful. We contend that the school should provide 
this training. The neglect of such provision is a wrong to childhood 
which can never be atoned for in later life ; for there is a tide in the af- 
fairs of boys and girls, as well as of men. which must be taken at its flood. 
The period of greatest muscular growth, when the brain is also develop- 
ing through muscular activity, is that flood-tide; and it is during this 
period that all children should be provided with carefully-considered 
manual training. 

9. J. M. Rice, author of "The Public School System of the United 

States." 
While the aim of the old education is mainly to give the child a certain 
amount of information, the aim of the aew education is to lead the child 
to observe, to reason and to acquire manual dexterity as well as to mem- 



SAN FRANCISCO PUBLIC SCHOOLS 81 

orize facts — in a word, to develop the child naturally in all his faculties, 
intellectual, moral and physical. . . . As it is no longer the text- 
book or the arbitrary will of the superintendent, but the laws of psy- 
chology, that now become the ruling spirit of the school, the order of 
things becomes reversed and, in consequence, the atmosphere of the 
schoolroom entirely changed, (p. 21.) 

If facts should prove that the best results in the three R's are obtained 
in the primary schools that devote practically all the time to these sub- 
jects, and the poorest in the primary schools that spend the most time in 
leading -pupils to observe, to reason, and to use their hands with facility, 
then the advocates of reading, writing and arithmetic schools would still 
have at least a crutch to lean upon. But it so happens that facts prove 
the contrary to be true: namely, that the pupils read and write better, and 
cipher at least as well, in the schools where the work is most thoughtful — 
that is, where most is done to lead pupils to acquire ideas by being brought 
into relation with things instead of words, signs, and symbols, (p. 25.) 

In the schools of Washington. D. C, there is a complete system of man- 
ual training that does not skip a link from the kindergarten to the high- 
est class of the high school, and many of the features of this work are 
excellent, (p. 226.) 

[From Dr. Rice's article in the Forum, Mav. 1893 (p. 361).] 

When the teachers are properly prepared for their work, the sciences, 
literature and the arts can be introduced into the curriculum without det- 
riment to the three R's. 

10. Joint Seath, in Keport of the Minister of Education of Ontario, 
1900— "The Argument for Manual Training/' 

1. Theoretically manual training is necessary. It develops a large 
ar<a of motor brain-energy which old departments left untouched. 

2. Experience is in favor of manual training: 

(a) As an intellectual stimulus. 

(b) As a social influence. It is itself labor and its presence in a 
programme dignifies labor. The professional man is better for it, and it 
counteracts the present tendencies to despise manual labor and to crowd 
professions. 

(c) As a moral agent. It cultivates habits of accuracy, observation, 
truthfulness, taste and neatness. 

(d) As a preparation for manual occupations. While it does not aim 
to prepare for the trades, it is the best preparation that can be given. 

( e) As a physical gymnastic. 



82 OUTLINES OF MANUAL TRAINING 

11. Jason E. Hammond, Superintendent of Public Instruction, Michi- 
gan — Sixty-fourth Annual Report, 1890. 
Step into the shop of a manual training school and observe the boy 
with a project before him. What are the steps through which his mind 
must bring him to the final perfection of the work ? 

1. He must give the project careful study. He must note shape, dimen- 
sion, material, construction and finish. 

2. He must design it and make a drawing of it. This at once puts 
mathematics into his hand as well as his head. He must use square, com- 
passes, try-square and pencil. Exact measurements must be made, di- 
visions and subdivisions calculated, lines carefully drawn. 

3. He must select material of proper dimensions and fibre, and then 
must reflect how to apply it to the draft made so that there is no waste. 

4. He must plane and saw to the line, correct and fit; in short, he 
must create the project that has had existence in his mind and upon pa- 
per only. Then it is that his arithmetic begins to throb with life, his 
judgment to command, and his ethical sense to unfold. 

5. He is in the midst of open competition. On every hand are his 
mates, each engaged in similar hand-work. There is no escaping their 
scrutiny and criticism ; no weak-kneed teacher can bolster him up by high 
per cents. As in real life, he stands or falls by his own work. His pow- 
ers of concentration are forced to the highest tension, and his self-control 
develops in the natural way; for upon it rests the success of his effort. 
He knows that the mistake of a hair's breadth with chisel, saw or plane 
means failure. His mental activities respond as never before, and the 
listless, careless boy begins to think as a man. 

But in summing up the benefits of the exercise, the project itself dis- 
appears. The benefits do not lie in its value, perfection or finish, but in 
the mind of the boy. He is more than he could be without that ex- 
perience. He has been touched by the activities of a miniature world and 
his powers are greater, because he can better command them. As a result 
his academic tasks are done more easily and better. This is the univer- 
sal testimony of teachers of such pupils, and dissipates the objection of- 
ten urged that pupils are already overloaded and that manual training 
would add a grievous burden. . . . 

From our investigations of manual training in the public schools we 
are fully convinced of the following: 



SAN FRANCISCO PUBLIC SCHOOLS 83 

1. That the pupils, especially boys from 14 to 16 years of age, are 
better satisfied with school. (See Gen. Francis A. Walker's view of this on 
page 64 preceding, Xo. 7.) 

2. That it tends to create and maintain interest in other school work. 

3. That it offers a broad culture. (See Superintendent C. F. CarrolPs 
statement, page 73 preceding, Xo. 7.) 

4. That it does not add anything to the school burden of pupils, but 
by developing the pupil's practical side, enables him to master his aca- 
demic work enough easier to more than offset the time put upon the man- 
ual training work. 

5. That it encourages thrift, industry and love of skilful work, and 
cultivates a respect for the skilled workman. 

6. That it is a protection against the deadening effect of our present 
system of labor. Ordinarily a lad enters a shop not to learn a trade, but 
to become expert in the running of some machine. He succeeds, and day 
after da} r , month after month, year after year, stands before that same 
machine a mere automaton — as soulless as the machine he controls and 
about as little considered in the industrial world. Xo wonder he is in 
want when some invention supplants the machine which has become a 
part of his existence. Had his aptitudes been developed by manual train- 
ing in school, he would be able to quickly adjust himself to the new con- 
dition of things. . . . Creativeness puts soul into work. 

7. That it develops love for order, exactness and cleanliness, and 
teaches the principles of economy. 

8. That it trains and develops the perceptive and analytic, construc- 
tive and inventive faculties, and gives excellent opportunity for origi- 
nality. 

9. That it lengthens the school life of those boys whose tastes are not 
especially intellectual, by giving them school work in which they can see 
tangible benefits. 

10. That it gives the great mass of pupils — children of the poor, who 
cannot finish the high school — a mental equipment for the activities of 
life which the ordinary schools cannot give. 

11. And last, though by no means least, that the practical business 
men and women believe in the idea. 



84 OUTLINES OF MANUAL TRAINING 

12. L. D. Harvey, Superintendent of Public Instruction, Wisconsin, and 
Special Commissioner appointed by the Wisconsin Legislature- to 
investigate and report on Manual Training, etc. Report submit- 
ted January 15, 1901. 

Members of society may be roughly classed into four groups: those 
who think without doing; those who do without thinking; those who 
neither think nor do; and those who think and do because of their think- 
ing. The fourth class comprises the productive, constructive, organizing 
element of society. It is the function of the public schools to produce 
members of this fourth class. It must be evident to all that for the pro- 
duction of a thinking and doing individual, the two forms of activity 
should be carried on side by side; the doing growing out of the thinking, 
the thinking made clear and definite through the doing. The fact so often 
. stated, that the leaders in industrial, commercial ' and professional 
fields of activity come largely from the country, does not prove, as is fre- 
quently claimed, that the training of the country schools is better than 
that afforded in the cities, but rather that the necessities of counry life 
have from the earliest period of the child's activity demanded of him 
physical action for definite ends, determined by mental activity toward 
the same end. The mental training afforded by the course of instruction 
in our public schools should not be underestimated, even though it be 
proved that this training has come almost exclusively from a study of 
books rather than from a judicious combination of the study of books and 
things. Our error has been that we have too long held the notion that 
mental development is secured in no other way than through a study of 
books, (p. 43.) 

I believe that any one who will analyze closely the mental processes in- 
volved in the mastery of a lesson in grammar, in history, in geography, 
or in any of the branches taught in the public school, and compare them 
with the mental processes involved in making a working drawing of a 
model in wood, and then from that drawing, by the use of tools, repro- 
ducing the model, will see that for all purposes of mental training the lat- 
ter is of no less value, to say the least, than the former. It has the added 
value in that it has developed control of the hand, and skill in its use, 
which will be of value in other fields of work where manual skill is re- 
quired. More than this, if this work be done during school hours, it 
gives a change of position, a change of interest and physical exercise 
which will send the pupil back to his purely mental tasks refreshed and 



SAN FRANCISCO PUBLIC schools 85 

invigorated, and able to accomplish more in the next half hour than he 
would have been able to do in that half hour and all the time given to the 
manual training exercise taken together, (p. 45.) 

If ninety-two out of every hundred children in the grades are to earn 
their living by their hands (as statistics shown elsewhere in this report 
indicate), does it not seem that the educational system is out of joint 
which fails to give them during the most impressionable and formative 
period of their lives such training as will lit them the earlier to become 
skilled in whatever department of manual labor they may engage, and 
thus to make them more productive members of society, as well as more 
self-respecting? (p. 47.) 

13. Board of National Education in Ireland. (Commissioner Harvey's 
report.) 

In 1897 a commission was appointed by the Lord Lieutenant of Ireland 
to determine how far and in what form, manual and practical instruction 
should be included in the educational system, of the primary schools under 
the Board of National Education in Ireland. This commission was com- 
posed of fourteen of the most eminent men in Ireland, and continued its 
investigations for two years. The commission held ninety-three meet- 
ings, of which fifty-seven were sittings for receiving evidence. They took 
the evidence of one hundred and eighty-six persons qualified to give in- 
formation on matters under consideration, and visited one hundred and 
nineteen schools where manual and practical instruction were being given. 
The work of the commission included visits and personal investigations 
in Germany, France, Switzerland, Holland and Belgium, as well as in 
England and Scotland. The summary of the general conclusions reached 
by the commission is as follows: 

We may at once express our strong conviction that manual and practi- 
cal instruction ought to be introduced, as far as possible, into all schools 
where it docs not at present exist, and that, in those schools where it does 
exist, it ought to be largely developed and extended. We are satisfied that 
such a change will not involve any detriment to the literary education of 
the pupils, while it will contribute largely to develop their facuties, to 
quicken their intelligence and to fit them better for their work in life, 
(pp. 51, 53.) 

One of the objections urged against the incorporation of manual train- 
ing in the common school courses is that these courses are already over- 
crowded, and that any additional work would make too great demands 
upon pupils' time and energy, and would result in a deterioration of the 



86 OUTLINES OF MANUAL TRAINING 

work now carried on. The commission of the Board' of National Educa- 
tion in Ireland, after an exhaustive investigation, reported upon this 
point as follows : 

From witness after witness in England and in Scotland, we learn, as 
the result of the experience gained since the establishment of the classes 
of wood- work and similar instruction, that, ... so far from in- 
juriously affecting in any way the book work of the school, it tends, on the 
contrary, to the greater progress of the pupils in that portion of their 
work. It is popular with the pupils, with their parents and with the 
teachers. It has come to be popular even with teachers who at the outset 
were opposed to it, either from a misconception of its nature, viewing if 
as somthing connected with trades, and therefore out of place in an ele- 
mentary school, or from an apprehension, not unnatural in the absence 
of all experience as to its working, that it would interfere with the book 
work of the school, (p. 68.) 

14. The London School Board says (Commissioner Harvey's report) : 
It is usually found that the time deducted from the ordinary school 

hours of boys who are undergoing courses of manual training, in no wa) 
causes a decreased efficiency in the ordinary subjects. Boys are also 
found to be more careful and observant, more self-reliant, and certainly 
are more likely to grow up with a real respect for the dignity of labor. 
{ V . 69.) 

15. The French Commission. (Commissioner Harvey's report.) 

A French commission who carefuly investigated this subject in France 
reported that in the judgment of its members if one-half of the children's 
time in school were devoted to manual training, as much and as good work 
jn the ordinary subjects of study would be done in the remaining half as 
was then being done in the full time. (p. (ID.) 

16. Schools of the United States. (Commissioner Harvey's report.) 
The unvarying reports from schools in the United States where manual 

training has been introduced are of the same tenor (as those of the coin- 
missions quoted above). That this conclusion is a reasonable one will be 
evident to any person who realizes that children in the graded schools can- 
not possibly devote the whole of the six hours of school time daily to 
profitable study of books. The manual training comes as a rest and 
change and enables the pupil to do better book work than could be done 
without it. 

Granting this conclusion to be true, the objection will still be urged 
that the present program occupies every moment of the day, and no place 



SAN FRANCISCO I'l lil.K' SCHOOLS 



87 



can be found for manual training. If superintendents and teachers will 
examine with care the purposes of their daily work in the school room, 
and see that these purposes are such as can be justified in a rational 
scheme of education, and will then limit the demands upon the pupil to 
what is absolutely necessary to the accomplishment of these purposes, it 
will be found that much of the work now done may be eliminated as unes- 
sential. It will also bo found that one or two lessons in almost any sub- 
ject of the course may be omitted each week for any half year, without loss 
to the pupils. One-half the time now devoted to the study of arithmetic 
in the graded schools could be given up to manual training without any 
loss to the pupils, either in arithmetical knowledge or skill at the end of 
the course, (pp. 69, 70.) 

IT. A. E. Winship, Editor, Author. Lecturer — Journal of Education, 
February 13, 1902, editorial. 
It is rumored that San Francisco is liable to take a backward step by 
indifference to manual training and allied subjects. This is improbable. 
San Francisco has too much pride in being with the latest thought, and 
there is no progress in retreating. Fickleness is all the excuse any city 
can give now for going back on matters that are as firmly established in 
the best cities as is arithmetic or grammar. You could displace reading 
in a Massachusetts city ;i> easily as you could any form of manual train- 
ing that is established. San Francisco will have all lliese things five, 
fifteen and fifty years from to-day. whatever may be done this year. I 
have no fear for the present even. I know San Francisco too well to fear. 




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